RIVERSIDE ACADEMY SCHOOL IMPROVEMENT PLAN Includes Title I School-Wide Component
2007-2010 Revised 6/2009
1
Contents MISSION STATEMENT .................................................................................................. 4 SCHOOL IMPROVEMENT PLANNING COMMITTEE .................................................... 5 BOARD OF DIRECTORS ........................................................................................................ 5
*COMPREHENSIVE NEEDS ASSESSMENT ................................................................. 6 SCHOOL PROFILE ................................................................................................................. 6 ENROLLMENT TRENDS ....................................................................................................................... 8 COMMUNITY DEMOGRAPHICS .......................................................................................................... 9
STUDENT DATA ................................................................................................................. 11 MEAP RESULTS .................................................................................................................................. 11 TERRANOVA FALL 2008-2009 RESULTS ........................................................................................... 23 ED PERFORMANCE 2008-2009 ........................................................................................................... 27 ED PERFORMANCE RESULTS FOR MIDDLE AND HIGH SCHOOL: 2007-2008................................. 54
NEEDS ASSESSMENT SUMMARY FOR MIDDLE/HIGH SCHOOL 2007-2008 ..................... 56 PERCEPTION DATA (SURVEYS) ........................................................................................ 56 PARENT SURVEYS ............................................................................................................................. 56 TEACHER SURVEYS .......................................................................................................................... 57 STUDENT SURVEYS .......................................................................................................................... 58
*SCHOOL-WIDE IMPROVEMENT REFORM STRATEGIES/ACTION PLAN ............... 58 GOAL STATEMENTS: .................................................................................................. 61 ACTION PLAN GOAL # 1: INCREASED READING ACHIEVEMENT .................................. 62 ACTION PLAN GOAL # 2: INCREASED WRITING ACHIEVEMENT ................................... 69 ACTION PLAN GOAL # 3: INCREASED ACHIEVEMENT IN MATHEMATICS .................... 79 ACTION PLAN GOAL #4: INCREASED ACHIEVEMENT IN SOCIAL STUDIES .................. 88
ALTERNATIVE METHODS OF ASSESSMENT ........................................................... 88 CRITERIA FOR SELECTION OF TITLE I AND 31A STUDENTS ................................. 89 TITLE 1 / 31a (AT RISK) ............................................................................................... 89 SELECTION OF TITLE I STUDENTS ................................................................................... 89 SELECTION OF 31A/AT RISK STUDENTS .......................................................................... 89
DUTIES AND RESPONSIBILITIES OF TITLE I AND 31A/AT RISK TEACHERS ......... 89 SCHOOL PROGRAMS FOR UNDERACHIEVING STUDENTS ................................... 92 *INSTRUCTION BY HIGHLY QUALIFIED PROFESSIONAL STAFF (TEACHERS AND INSTRUCTIONAL PARAPROFESSIONALS) .......................................................... 94 *STRATEGIES TO ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS TO HIGH-NEED SCHOOLS .......................................................................................... 94 2
*HIGH-QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT ........................ 94 CURRICULUM & EVALUATION ................................................................................... 95 CURRICULUM ALIGNMENT .............................................................................................. 95 MONITORING CURRICULUM IMPLEMENTATION............................................................ 96
MONITORING OF THE SCHOOL IMPROVEMENT PLAN ........................................... 96 EVALUATION PROCESS ..................................................................................................... 96
*STRATEGIES TO INCREASE PARENTAL INVOLVEMENT ...................................... 97 STUDENT-PARENT-TEACHER COMPACT ......................................................................... 99
DEVELOPMENT AND UTILIZATION OF COMMUNITY RESOURCES AND VOLUNTEERS....................................................................................................... 100 ADULT AND COMMUNITY EDUCATION, LIBRARIES AND COMMUNITY COLLEGES ............................................................................................................................... 100 OPPORTUNITIES FOR STRUCTURED ON THE JOB LEARNING ........................... 100 *PRESCHOOL TRANSITION STRATEGIES .............................................................. 102 *TEACHER PARTICIPATION IN MAKING ASSESSMENT DECISIONS.................... 103 BUILDING LEVEL DECISION MAKING ...................................................................... 103 *TIMELY AND ADDITIONAL ASSISTANCE TO STUDENTS HAVING DIFFICULTY MASTERING THE STANDARDS .......................................................................... 103 *COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL PROGRAMS AND RESOURCES .......................................................................... 104 TECHNOLOGY DEVELOPMENT PLAN ..................................................................... 104 REQUIRED STAKEHOLDERS ................................................................................... 105 APPENDIX A ............................................................................................................... 106 APPENDIX B ............................................................................................................... 107 APPENDIX C .............................................................................................................. 108 *required school-wide elements
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RIVERSIDE ACADEMY
MISSION STATEMENT The mission of Riverside Academy, in collaboration with the community, is to promote lifelong learning by nurturing academic excellence, positive character, and an appreciation of cultures.
VISION Riverside Academy’s vision drives into the future to promote educational excellence, instilling culture and building character to create effective contributing citizens through the practice of respect, integrity, safety, perseverance, responsibility, conservation and consideration in our learning environment.
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SCHOOL IMPROVEMENT PLANNING COMMITTEE Sophia Goode
Chairperson- Riverside East
Lisa Haefele
Faculty Member- Riverside East
Tahani Alhaddi
Faculty Member - Riverside East
Michele O’Neil
Chairperson- Riverside West
Nour Altifh
Faculty Member- Riverside West
Karola Mallinger
Faculty Member- Riverside West
Terri Lasser
Faculty Member- Riverside West
Eman Radha
Principal- Riverside East
Afrin Alavi
Curriculum/Assessment Coordinator- East
Rana Khalaf
Student Service Coordinator-East
Deborah Reynolds
Assistant Principal-Riverside West
Heidi Daas
Parent Representative
Mohammad Mattan
School Board Representative
Carolyn Ayers
School Improvement Planning Advisor
BOARD OF DIRECTORS Dr. Dakroub Hassan
President
Salameh Naiel
Vice-President
Othman Mohammad
Treasurer
Mattan Mohammad
Secretary
Alhiyafi Jamal Ali
Member
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Riverside Academy Staff Riverside Academy staff is involved with school operations through Friday afternoon staff meetings. Staff is empowered through School Improvement Team meetings. The staff has opportunities to look into using research based curriculum during professional development. Staff meetings and Professional Development are used routinely to discuss best practices in regards to the mission. Riverside Academy has a safe and orderly school environment. All staff members realize the importance of emergency school procedures and routines. Our disciplinary policies are in accordance with our family and student handbook. Our board approved handbook is followed for all disciplinary action. A handbook is given each family and they are asked to sign the back and return it to school at the beginning of the year. The school climate is continuously improving. With the implementation of our “caught being good” tickets, students are showing positive school spirit. The implementation of the program has come directly from the staff; and therefore, they are seeing the benefits of the students’ hard work and positive behavior. The school is managed as a team. Each grade level has an assigned mentor whose job is to assist her colleagues. Each mentor is also flexible and prepared to help another team member whenever needed.
*COMPREHENSIVE NEEDS ASSESSMENT
SCHOOL PROFILE School Established:
August, 2003
Grade Levels:
K-5
Current 2007-08 School Enrollment:
583
Enrollment Trend:
06-07
537
07-08
538
08-09
583
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INTRODUCTION The staff of Riverside Academy has completed this school profile in order to help determine the strategies for the target area goals for the School Improvement Plan. The members of the school improvement plan would like to thank the entire Riverside community for their cooperation and assistance in helping to gather this data. The information provided in this profile will prove direction as our school continues with the school improvement process. The school principal, Mrs. Eman Radha, was named principal of Riverside Academy-East in during the 2005-06 school year. She holds a baccalaureate degree in Science, a Masters degree in Education Curriculum, and a teaching certificate for the state of Michigan. Over the last 18 years during her career in elementary education, she worked with many different cultures in Metropolitan Detroit. This multicultural experience enriched her awareness and enhanced her skills as a school principal. Last year, Mrs. Afrin Alavi joined the Riverside-East administration. Currently, she is the school’s Curriculum/Assessment Coordinator as well as the Assistant Principal. Mrs. Radha assembled the team SIP members in 06-07, and in 07-08, and 08-09 as student achievement data was released to the public. The members participated in needs assessment workshops under the leadership of Mrs. Radha. Furthermore, Mrs. Alavi trained the teachers in data analysis procedures in order for the teachers to participate in the overall process. During these workshops, the teachers carefully analyzed MEAP, Terra Nova, Ed Performance scores. Teachers looked at Item Analysis reports from the MEAP and Ed Performance tests across grade levels to identify standards and benchmarks that showed low scores. This information gave teachers insight into areas they were covering adequately with their curriculum and areas that needed stronger, more intensive instructional strategies applied. Riverside Academy teachers were trained to administer the DRA and MLPP test to monitor progress of student achievement in reading. DRA inventory results were taken into consideration and were compared with standardized test results for any discrepancies between the scores. Riverside Academy administers local, grade level specific assessments in the content areas. Students who were not at grade level were recommended for the summer school program and after school tutoring. The emphasis of these programs is on Reading and Writing across the curriculum and the goal was to increase each student’s level of academic achievement. Riverside Academy also analyzed perception data gathered from teacher, student (grades 3-5), and parent surveys. This information is valuable for determining strengths and weaknesses in the school’s management and procedures. Education Yes information was gathered to determine strengths and weaknesses in the five Education Yes strands that are evident in highly achieving schools. Information gathered in the Education Yes process was taken into consideration when writing the school improvement plan. The following pages contain information gathered through the Comprehensive Needs Assessment and contain a plan of action based on all the collected data.
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ENROLLMENT TRENDS
Enrollment Trends by Grade Level: Year RiversideEast
RiversideWest
2006-2007
2007-2008
2008-2009
Grade
#
% of total
#
% of total
#
K
124
14%
138
16%
145
14%
1
102
11%
86
10%
108
11%
2
98
11%
96
11%
95
9%
3
74
8%
86
10%
94
9%
4
76
8%
64
7%
76
7.5%
5
63
7%
68
8%
65
6.4%
Totals
537
60%
538
62%
583
58%
6
74
8%
47
5%
81
8%
7
51
6%
63
7%
61
6%
8
72
8%
41
5%
66
6.5%
9
90
10%
69
8%
78
7.6%
10
47
5%
64
7%
73
7%
11
27
3%
33
4%
49
5%
12
-
15
2%
22
2%
Totals
361
332
38%
430
42%
Riverside Total
898
% Increase (decrease)
40%
870
% of total
1013
(3%)
16%
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Riverside Academy Sub-group Enrollment Total School Enrollment
Group
2007-2008
#
%
Economically Disadvantaged African American
2008-2009
#
%
970
95.8%
33
6%
52
0.051%
500
93%
941
93%
5
1%
20
0.19%
15
3%
72
7.1%
186
35%
552
54%
Male
264
47%
457
45.1%
Female
286
53%
556
54.9%
White Hispanic Students with Disabilities Limited English Proficient (LEP)
20092010 #
%
20102011 #
%
Gender
COMMUNITY DEMOGRAPHICS Dearborn is located in the Detroit metropolitan area in Wayne County. It is the tenth largest city in Michigan. The city is the hometown of Henry Ford and the world headquarters of the Ford Motor Company. It has a campus of the University of Michigan as well as Henry Ford Community College. Dearborn is also the home of Michigan's leading tourist attraction, The Henry Ford (also known as the Henry Ford Museum & Greenfield Village), the nation's largest indoor-outdoor American history museum and entertainment complex. As of the census of 2000, there were 97,775 people, 36,770 households, and 23,863 families residing in the city. The population density was 4,013.2 per square mile (1,549.7/km²). There were 38,981 housing units at an average density of 1,600.0/sq mi (617.8/km²). The racial makeup of the city was 86.86% White, 1.28% African American, 0.26% Native American, 1.47% Asian, 0.01% Pacific Islander, 0.73% from other races, and 9.38% from two or more races. Hispanic or Latino of any race was 3.00% of the population. 33.4% were of Arabic, 10.3% Polish, 9.9%
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German, 6.5% Irish and 6.0% Italian ancestry according to Census 2000. 61.9% spoke English, 29.3% Arabic, 1.9% Spanish and 1.5% Polish as their first language. There were 36,770 households out of which 31.3% had children under the age of 18 living with them, 51.0% were married couples living together, 9.4% had a female householder with no husband present, and 35.1% were non-families. 30.9% of all households were made up of individuals and 14.7% had someone living alone who was 65 years of age or older. The average household size was 2.65 and the average family size was 3.42. In the city the population was spread out with 27.8% under the age of 18, 8.3% from 18 to 24, 29.2% from 25 to 44, 19.1% from 45 to 64, and 15.6% who were 65 years of age or older. The median age was 34 years. For every 100 females there were 99.0 males. For every 100 females age 18 and over, there were 96.5 males. The median income for a household in the city was $44,560, and the median income for a family was $53,060. The per capita income for the city was $21,488. About 12.2% of families and 16.1% of the population were below the poverty line, including 24.4% of those under age 18 and 7.6% of those ages 65 and over. In 2006 Dearborn had a population of 92,382 people. This represented a 5.5% decline in the population since 2000. Dearborn's population includes 30,000 Arab Americans. It has the largest proportion of Arab Americans for a city of its size (about 100,000). The first Arabs who immigrated here in the early to mid-1900s to work in the automotive industry were chiefly Lebanese Christians. Since then, Arab immigrants from Iraq, Yemen, and Palestine, has joined them. Lebanese Americans are still the most numerous group. In January 2005, a new Arab American National Museum opened to mark the ethnic group's history and contributions to this country. The city is also the location of the Islamic Center of America, the largest mosque in North America, [citation needed] and the Dearborn Mosque. The Arab-American population has settled primarily on the city's eastern side, though in recent years it has expanded west (Source: http://en.wikipedia.org/wiki/Dearborn%2C_Michigan). SUMMARY OF SCHOOL DEMOGRAPHIC DATA Riverside Academy-East (K-5) initiated its first school year on August 21, 2003 under the auspices of Central Michigan University. It is one of eight charter schools managed by Global Education Excellence. In 2008-09 there were 583 students enrolled in the elementary school. Approximately 93% are of Middle Eastern descent, .062% is African American, and 0.14% is Hispanic. Approximately 61% of the student population has limited English proficiency. About 96% receive reduced-fee or free lunch. There are 25 classroom teachers at Riverside Academy-East. The staff also includes paraprofessionals and Arabic language instructors. Riverside Academy also has two special education, one ESL, one reading specialist, one speech, one technology support staff, one media specialist, one art, and one gym teacher. Riverside Academy also provides a full-day kindergarten program and operates a full-day Michigan School Readiness Preschool Program.
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STUDENT DATA MEAP RESULTS
Riverside Academy East (K-5) - MEAP Score Summary 3rd Grade MEAP Scores Year
2004 2005 2006 2007 2008 2009 2010
ELA School Score
ELA State Ave.
Reading School Score
Reading State Ave.
Writing School Score
Writing State Ave.
Math School Score
Math State Ave.
N/A 82% 61% 66% 62%
N/A 78% 79% 81% 83%
N/A 84% 74% 73% 69%
N/A 87% 87% 86% 86%
N/A 66% 16% 48% 34%
N/A 52% 52% 57% 61%
N/A 96% 84% 83% 79%
N/A 87% 88% 90% 91%
ELA School Score
ELA State Ave.
Reading School Score
Reading State Ave.
Writing School Score
Writing State Ave.
Math School Score
Math State Ave.
35% 36% 75% 54% 60%
64% 76% 78% 76% 77%
50% 47% 83% 60% 64%
79% 83% 85% 84% 83%
40% 17% 50% 27% 20%
48% 55% 45% 45% 44%
30% 56% 86% 75% 77%
73% 82% 85% 86% 88%
ELA School Score
ELA State Ave.
Reading School Score
Reading State Ave.
Writing School Score
Writing State Ave.
Math School Score
Math State Ave.
Science School Score
Science State Ave.
N/A 62% 40% 62% 45%
N/A 75% 78% 78% 78%
N/A 62% 57% 66% 48%
N/A 80% 84% 82% 82%
N/A 64% 40% 43% 42%
N/A 63% 57% 59% 63%
N/A 85% 71% 75% 64%
N/A 73% 76% 74% 77%
N/A 66% 51% 60% 48%
N/A 77% 83% 82% 83%
4th Grade MEAP Scores Year
2004 2005 2006 2007 2008 2009 2010
5th Grade MEAP Scores Year
2004 2005 2006 2007 2008 2009 2010
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Sub-Group Analysis (Disaggregated Data) Approximately 93% of Riverside Academy’s students come from households where English is spoken as a second language. Approximately 61% of our students are Limited English Proficient Speakers. Our MEAP data shows that there is a large gap when comparing English Language Learners and Non-English Language Learners. The following three graphs provide a graphic representation in regards to the achievement gap between these two sub-groups. Third Grade When comparing the Number of Students MEAP scores for English as a Second Language Learners, they are 60% higher than Non- English as a Second Language Learners.
3rd Grade: ESL vs NON‐ESL Students 70 N u m b e r
60
58
50
o f
40
S t u d e n t s
30
38
20
10
0 ESL
NON‐ESL Students
2/14/2009
GEE‐Wael Yousef
2
12
Fourth Grade When comparing the Number of Students MEAP scores for English as a Second Language Learners, they are 63% higher than Non- English as a Second Language Learners.
4th Grade: ESL vs NON‐ESL Students
60 N u m b e r o f S t u d e n t s
50
48
40
28
30
20
10
0 ESL
NON‐ESL Students
2/14/2009
GEE‐Wael Yousef
6
13
Fifth Grade When comparing the Number of Students MEAP scores for English as a Second Language Learners, they are 42% lower than Non- English as a Second Language Learners.
5th Grade: ESL vs NON‐ESL Students 40 N u m b e r
38
35
30
28
25 o f S t u d e n t s
20
15
10
5
0 ESL
NON‐ESL Students
2/14/2009
GEE‐Wael Yousef
12
ESL STUDENTS When comparing the Number of Students MEAP scores for English as a Second Language Learners, 3rd and 4th grades are about 62% higher than Non- English as a Second Language Learners. The 5th grade students they are 42% lower than Non- English as a Second Language Learners.
14
MEAP Demographic Report (3rd Grade) *The following demographic data is based on the school’s 2008 MEAP scores.
3rd Grade Demographic Groups
Reading Scores
Writing Scores
# of Students Assessed
Level 4
Level
Level
Level
Levels 1&2
3
2
1
89
0%
31%
52%
17%
69%
Female
45
0%
33%
47%
20%
Male
44
0%
30%
57%
10
0%
20%
0%
0%
# of
Level 4
Level 3
Level 2
Level 1
Levels
89
3%
55%
42%
0%
42%
67%
45
16%
49%
36%
0%
36%
14%
71%
44
97%
59%
32%
0%
32%
20%
10%
30%
10
20%
60%
20%
0%
20%
28%
54%
18%
72%
76
12%
53%
36%
0%
36%
34%
51%
15%
66%
80
14%
55%
31%
0%
31%
Students Assessed
1&2
School Total Students
Gender
Ethnicity African American White
76
Additional Reporting Groups Economically Disadvantaged: Yes
80
No English Language Learners: Yes No
15
Continued - MEAP Demographic Report (3rd Grade) Demographic Groups
Total ELA Scores
Mathematics Scores
# of Students Assessed
Level 4
Level
Level
Level
Levels 1&2
3
2
1
89
0%
38%
60%
2%
62%
Female
45
0%
36%
62%
2%
Male
44
0%
41%
57%
African American
10
0%
80%
White
76
0%
80
0%
# of
Level 4
Level 3
Level 2
Level 1
Levels
90
0%
21%
39%
40%
`79%
64%
45
0%
22%
44%
33%
77%
2%
59%
45
0%
20%
33%
47%
80%
20%
0%
20%
N/A
N/A
N/A
N/A
N/A
N/A
34%
63%
3%
66%
77
0%
22%
34%
44%
78%
41%
58%
1%
59%
81
0%
22%
40%
38%
78%
Students Assessed
1&2
School Total Students
Gender
Ethnicity
Additional Reporting Groups Economically Disadvantaged: Yes No English Language Learners: Yes No
16
MEAP Demographic Report (4th Grade) *The following demographic data is based on the school’s 2007 MEAP scores.
4th Grade Demographic Groups
Reading Scores
Writing Scores Level 4
Level 3
Level 2
Level 1
Levels
74
0%
80%
20%
0%
20%
67%
36
0%
87%
13%
0%
13%
13%
60%
38
0%
72%
28%
0%
28%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
29%
52%
12%
64%
69
0%
78%
22%
0%
22%
29%
51%
13%
64%
70
0%
80%
20%
0%
20%
# of Students Assessed
Level 4
Level
Level
Level
Levels 1&2
3
2
1
74
7%
30%
51%
12%
63%
Female
36
3%
31%
56%
11%
Male
38
11%
29%
47%
N/A
N/A
N/A
69
7%
70
7%
# of Students Assessed
1&2
School Total Students
Gender
Ethnicity African American White
Additional Reporting Groups Economically Disadvantaged: Yes No English Language Learners: Yes No
17
Continued - MEAP Demographic Report (4th Grade)
Total ELA Scores
Demographic Groups
Mathematics Scores
# of Students Assessed
Level 4
Level
Level
Level
Levels 1&2
3
2
1
74
4%
36%
58%
1%
59%
Female
36
3%
31%
67%
0%
Male
38
5%
42%
50%
N/A
N/A
N/A
69
4%
70
7%
# of
Level 4
Level 3
Level 2
Level 1
Levels
74
3%
20%
53%
24%
77%
67%
36
0%
22%
58%
19%
77%
3%
53%
38
5%
18%
47%
29%
76%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
35%
59%
1%
60%
69
1%
20%
54%
25%
79%
29%
51%
13%
64%
70
3%
20%
54%
23%
77%
Students Assessed
1&2
School Total Students
Gender
Ethnicity African American White
Additional Reporting Groups Economically Disadvantaged: Yes No English Language Learners: Yes No
18
MEAP Demographic Report (5th Grade) *The following demographic data is based on the school’s 2008 MEAP scores.
5th Grade Demographic Groups
Reading Scores
Writing Scores Level 4
Level 3
Level 2
Level 1
Levels
62
3%
55%
42%
0%
42%
55%
38
3%
45%
53%
0%
53%
13%
38%
24
4%
71%
25%
0%
25%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
34%
34%
14%
48%
56
4%
54%
43%
0%
43%
36%
34%
16%
50%
58
3%
53%
43%
0%
43%
# of Students Assessed
Level 4
Level
Level
Level
Levels 1&2
3
2
1
62
16%
35%
34%
15%
49%
Female
38
16%
29%
39%
16%
Male
24
17%
46%
25%
N/A
N/A
N/A
56
18%
58
14%
# of Students Assessed
1&2
School Total Students
Gender
Ethnicity African American White
Additional Reporting Groups Economically Disadvantaged: Yes No English Language Learners: Yes No
19
MEAP Demographic Report (5th Grade)
Total ELA Scores
Demographic Groups
Mathematics Scores
# of Students Assessed
Level 4
Level
Level
Level
3
2
1
Levels 1&2
# of
62
11%
44%
42%
3%
45%
64
8%
28%
25%
39%
64%
Female
38
11%
34%
55%
0%
55%
38
11%
24%
26%
39%
65%
Male
24
13%
58%
21%
8%
29%
26
4%
35%
23%
38%
61%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
56
13%
41%
43%
4%
47%
58
9%
29%
22%
40%
62%
58
9%
45%
43%
3%
46%
59
8%
27%
24%
41%
65%
Students Assessed
Level 4
Level 3
Level 2
Level 1
Level s 1&2
School Total Students
Gender
Ethnicity African American White
Additional Reporting Groups Economically Disadvantaged: Yes No English Language Learners: Yes No
20
Continued - MEAP Demographic Report (5th Grade)
Total Science Scores
Demographic Groups # of Students Assessed
Level 4
Level
Level
Level
3
2
1
Levels 1 & 2
School Total Students
64
25%
27%
36%
13%
49%
Female
38
24%
24%
39%
13%
52%
Male
26
27%
31%
31%
12%
43%
N/A
N/A
N/A
N/A
N/A
N/A
58
28%
22%
36%
14%
50%
59
24%
27%
36%
14%
50%
Gender
Ethnicity African American White
Additional Reporting Groups Economically Disadvantaged: Yes No English Language Learners: Yes No
SUMMARY OF ELL MEAP ASSESSMENT DATA The Michigan Department of Education School Demographic Report showed an error in the number of ELL students assessed. Riverside Academy will not receive a new report for the 2008-2009 school year.
21
Similar to the 3rd grade MEAP scores, the 5th grade has also improved in all areas over the last two school years. 5th grade Science and ELA scores have enhanced the most (increasing from 42% to 60% in Science and 41% to 62% in ELA).
22
TERRANOVA FALL 2008-2009 RESULTS
Multi-Test School Report School: Riverside Academy
District: Riverside Academy
Multi-Test School Report Parameters that have been customized for this report: School: 1 School Riverside Academy
District:
Statistics:
Mean
Population:
Cohort
Teacher Type:
Primary Teacher
Report Name:
3.7 School - Multi-Test Summary Graphs
1 District Riverside Academy
Multi-Test School Report School: Riverside Academy
District: Riverside Academy
Multi-Test School Report Parameters that have been customized for this report: District: 1 District Riverside Academy
Statistics:
Mean
Population:
Cohort
Teacher Type:
Primary Teacher
Report Name:
3.7 School - Multi-Test Summary Graphs
24
Riverside Academy only administered the math portion the Terra Nova Assessment in the fall of 2008. The students reading levels were based on the DRA and MLPP scores. Based on the school’s Terra Nova results, there are more students performing at grade level in 1st grade than there are in 2nd grade.
Terra Nova Percentiles 2003-2004 Terra Nova National Percentiles Grade
Reading Language
Math
Fall
Spring
Fall
Fall
Spring
Spring
Science
Social Studies
Total Score
Fall
Fall
Fall
Spring
Spring
Spring
First
25 52
27
50
13
34
N/A
58
N/A
29
20
48
Second
24 27
22
46
25
27
10
27
10
29
21
36
2004-2005 Terra Nova National Percentiles Grade
Reading Language
Math
Fall
Spring
Fall
Fall
Spring
Spring
Science
Social Studies
Total Score
Fall
Fall
Fall
Spring
Spring
Spring
First
23 37
22
54
18
52
N/A
23
N/A
29
24
46
Second
37 62
33
50
29
53
14
38
19
37
36
61
2005-2006 Terra Nova National Percentiles Grade
Reading Language
Math
Science
Social Studies
Total Score
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
First
23 58
33
53
23
52
N/A
44
N/A
35
24
N/A
Second
34 37
26
41
37
41
21
25
29
31
35
N/A
2006-2007 Terra Nova National Percentiles 25
Grade
Reading Language
Math
Science
Social Studies
Total Score
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
First
19 N/A
26
N/A
22
N/A
N/A
N/A
N/A
N/A
22
N/A
Second
42 N/A
34
N/A
38
N/A
32
N/A
25
N/A
33
N/A
2007-2008 Terra Nova National Percentiles Grade
Reading Language
Math
Science
Social Studies
Total Score
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
First
84 N/A
76
N/A
83
N/A
82
N/A
62
N/A
81
N/A
Second
49 N/A
35
N/A
53
N/A
41
N/A
34
N/A
49
N/A
2008-2009 Terra Nova National Percentiles Grade
Reading Language
Math
Fall
Spring
Fall
Fall
Spring
Spring
Science
Social Studies
Total Score
Fall
Fall
Fall
Spring
Spring
Spring
First
N/A
N/A
N/A
N/A
23
N/A N/A N/A
N/A
N/A
N/A
23
Second
N/A
N/A
N/A
N/A
21
N/A N/A N/A
N/A
N/A
N/A
21
26
ED PERFORMANCE 2008-2009
27
28
29
30
31
32
33
34
35
Ed-Performance Test Results (by Grade) 2008-2009 School Year Results Fall Grade 3 ELA Students Tested (#)
N/A
Students at or Above Grade Level (%)
N/A
Grade 3 Math Students Tested (#) Students at or Above Grade Level (%)
88 57%
Grade 4 ELA Students Tested (#)
N/A
Students at or Above Grade Level (%)
N/A
Grade 4 Math Students Tested (#) Students at or Above Grade Level (%)
72 78%
Grade 5 ELA Students Tested (#)
36
N/A
Spring
Students at or Above Grade Level (%)
N/A
Grade 5 Math Students Tested (#) Students at or Above Grade Level (%)
65 62%
2007-2008 NEEDS ASSESSMENT RESULTS MEAP RESULTS 2007-2008:
SIXTH GRADE STUDENTS READING RESULTS: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
17%
23%
57%
2%
60%
4%
14%
52%
30%
82%
There were 47sixth grade students tested. There were 28 of the 47 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Reading on the 2007-2008test year, Riverside West Academy students scored 60% while the students across the state scored 82% proficient. Riverside West Academy fell behind the state by 22%. Reading Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
27%
27%
46%
0%
46%
37
Females
5%
19%
71%
5%
76%
There were 47 sixth grade students tested. The breakdown of students is 26 males’ students and 21 females’ students. Writing Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
9%
36%
55%
0%
55%
5%
23%
70%
3%
73%
There were 47 sixth grade students tested. There were 26 out of the 47 students who were proficient. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Writing on the 2007-2008-test year, Riverside West Academy students scored 55% while the students across the state scored 73% proficient. Riverside West Academy fell behind the state by 18%.
Writing Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
23%
38%
38%
0%
38%
Females
5%
29%
67%
0%
67%
38
There were 47 sixth grade students tested. The breakdown of students is 26 males’ students and 21 females’ students.
Total ELA Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
13%
32%
53%
2%
55%
2%
19%
65%
15%
80%
There were 47 sixth grade students tested. There were 26 out of the 47 students who were proficient. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Total ELA on the 2007-2008test year, Riverside West Academy students scored 55% while the students across the state scored 80% proficient. Riverside West Academy fell behind the state by 25%.
ELA Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
19%
35%
46%
0%
46%
There were 47 sixth grade students tested. The breakdown of students is 26 males’ students and 21 females’ students.
Mathematics Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
11%
39%
30%
20%
50%
8%
20%
29%
44%
73%
39
There were 47 sixth grade students tested. There were 24 out of the 47 students who were proficient. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Mathematics on the 20072008-test year, Riverside West Academy students scored 50% while the students across the state scored 73% proficient. Riverside West Academy fell behind the state by 23%.
Mathematics Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
16%
40%
32%
12%
44%
Females
5%
38%
29%
29%
57%
There were 47 sixth grade students tested. The breakdown of students is 26 males’ students and 21 females’ students. Social Studies Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
30%
33%
28%
9%
37%
14%
13%
29%
43%
73%
There were 47 sixth grade students tested. There were 18 out of the 47 students who were proficient.
Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Social Studies on the 20072008-test year, Riverside West Academy students scored 37% while the students across the state scored 73% proficient. Riverside West Academy fell behind the state by 36%. Social Studies Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
40
1-Advanced
Levels 1 & 2
Males
28%
28%
32%
12%
44%
Females
33%
38%
24%
5%
29%
There were 47 sixth grade students tested. The breakdown of students is 26 males’ students and 21 females’ students. Seventh Grade MEAP Results: Reading Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
46%
12%
37%
5%
42%
14%
13%
44%
29%
72%
There were 59 seventh grade students tested. There were 25 of the 59 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Reading on the 2007-2008test year, Riverside West Academy students scored 42% while the students across the state scored 72% proficient. Riverside West Academy fell behind the state by 30%.
Reading Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
41
1-Advanced
Levels 1 & 2
Males
63%
8%
21%
8%
29%
Females
34%
14%
49%
3%
51%
There were 59 seventh grade students tested. The breakdown of students is 24 males’ students and 35 females’ students. Writing Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
17%
30%
53%
0%
53%
4%
20%
76%
1%
77%
There were 59 seventh grade students tested. There were 32 of the 59 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Writing on the 2007-2008-test year, Riverside West Academy students scored 53% while the students across the state scored 77% proficient. Riverside West Academy fell behind the state by 24%.
Writing Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
32%
32%
36%
8%
36%
Females
6%
29%
66%
0%
66%
There were 59 seventh grade students tested. The breakdown of students is 24 males’ students and 35 females’ students.
Total ELA Results:
42
2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
29%
27%
44%
0%
44%
7%
18%
59%
15%
74%
There were 59 seventh grade students tested. There were 26 of the 59 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Total ELA on the 2007-2008test year, Riverside West Academy students scored 44% while the students across the state scored 74% proficient. Riverside West Academy fell behind the state by 30%.
Total ELA Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
42%
29%
29%
0%
29%
Females
20%
26%
54%
0%
54%
There were 59 seventh grade students tested. The breakdown of students is 24 males’ students and 35 females’ students.
Mathematics Results: 2007-2008
4-Not
3-Partially
2-Proficient 43
1-Advanced
Levels 1 & 2
Riverside Academy West State of Michigan
Proficient
Proficient
10%
35%
28%
27%
55%
4%
24%
33%
29%
68%
There were 59 seventh grade students tested. There were 30 of the 59 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Mathematics on the 20072008-test year, Riverside West Academy students scored 55% while the students across the state scored 68% proficient. Riverside West Academy fell behind the state by 23%. Mathematics Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
24%
32%
32%
12%
44%
Females
0%
37%
26%
37%
63%
There were 59 seventh grade students tested. The breakdown of students is 24 males’ students and 35 females’ students. Eighth Grade MEAP Reading Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
24%
30%
41%
5%
46%
8%
15%
52&
25%
77%
There were 37 eighth grade students tested. There were 17 of the 37 students whose scores fell in the proficient range. Disaggregated Data 44
In comparing Riverside West Academy's students with the state's performance in Reading on the 2007-2008test year, Riverside West Academy students scored 46% while the students across the state scored 77% proficient. Riverside West Academy fell behind the state by 31%.
Reading Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
33%
20%
47%
0%
47%
Females
18%
36%
36%
9%
45%
There were 37eigth grade students tested. The breakdown of students is 15 males’ students and 22 females’ students. Writing Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
44%
18%
38%
0%
38%
10%
20%
65&
5%
70%
There were 37 eighth grade students tested. There were 14 of the 37 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance inWriting on the 2007-2008-test year, Riverside West Academy students scored 38% while the students across the state scored70% proficient. Riverside West Academy fell behind the state by32%.
45
Reading Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
56%
13%
31%
0%
31%
Females
35%
22%
43%
0%
43%
There were 37eigth grade students tested. The breakdown of students is 15 males’ students and 22 females’ students. Total ELA Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
35%
24%
41%
0%
41%
7%
18%
59&
16%
75%
There were 37 eighth grade students tested. There were 15 of the 37 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Total ELA on the 2007-2008test year, Riverside West Academy students scored 41% while the students across the state scored 75% proficient. Riverside West Academy fell behind the state by34%.
Total ELA Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
47%
7%
47%
0%
47%
Females
27%
36%
36%
0%
36%
46
There were 37eighth grade students tested. The breakdown of students is 15 males’ students and 22 females’ students.
Mathematics Results: 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
26%
38%
33%
3%
36%
9%
19%
30%
41%
71%
There were 37 eighth grade students tested. There were 14 of the 37 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Mathematics on the 20072008-test year, Riverside West Academy students scored 36% while the students across the state scored 71% proficient. Riverside West Academy fell behind the state by35%. Mathematics Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
19%
50%
31%
0%
31%
Females
30%
30%
35%
4%
39%
There were 37eight grade students tested. The breakdown of students is 15 males’ students and 22 females’ students. Science Results: 2007-2008 Riverside Academy West
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
18%
33%
41%
8%
49%
47
State of Michigan
5%
15%
42%
37%
79%
There were 37 eighth grade students tested. There were 18 of the 37 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Science on the 2007-2008-test year, Riverside West Academy students scored 49% while the students across the state scored 79% proficient. Riverside West Academy fell behind the state by 30%.
Science Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
33%
25%
38%
18%
56%
Females
17%
39%
43%
0%
43%
There were 37eight grade students tested. The breakdown of students is 15 males’ students and 22 females’ students.
Ninth Grade Results Social Studies 2007-2008 Riverside Academy West State of Michigan
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
19%
36%
39%
6%
45%
9%
21%
37&
33%
71%
There were 69 ninth grade students tested. There were 31 of the 69 students whose scores fell in the proficient range. Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Social Studies on the 20072008-test year, Riverside West Academy students scored 45% while the students across the state scored71% proficient. Riverside West Academy fell behind the state by 22%. 48
Reading Results by Gender: 2007-2008
4-Not Proficient
3-Partially Proficient
2-Proficient
1-Advanced
Levels 1 & 2
Males
28%
40%
28%
4%
32%
Females
14%
34%
45%
7%
52%
There were 69 ninth grade students tested. The breakdown of students is 25 males’ students and 44 females’ students. Disaggregation of Data: Ethnic Report Sixth Grade Information on Achievement Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Writing Riverside West African American White State African American White
ELA
Science
Social Studies
<10 50
<10 59
<10 46
<10 51
<10 35
48 80
62 87
56 78
59 86
45 81
*Proficiency of groups greater than 10
Riverside West Academy white students scored 50% proficient on the 2007-2008 MEAP mathematics test. Due to the population of African American students being <10, no scores were provided. State scores were 48% African American and 80% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in mathematics.
49
Riverside West Academy white students scored 59% proficient on the 2007-2008 MEAP reading test. Due to the population of African American students being <10, no scores were provided. State scores were 62% African American and 87% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in reading. Riverside West Academy white students scored 46% proficient on the 2007-2008 MEAP Writing test. Due to the population of African American students being <10, no scores were provided. State scores were 56% African American and 78% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in writing. Riverside West Academy white students scored 59% proficient on the 2007-2008 MEAP ELA test. Due to the population of African American students being <10, no scores were provided. State scores were 59% African American and 86% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in ELA. Riverside West Academy white students scored 35% proficient on the 2007-2008 MEAP social studies test. Due to the population of African American students being <10, no scores were provided. State scores were 45% African American and 81% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in social studies. Seventh Grade Information on Achievement Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Riverside West African American White State African American White
Writing
ELA
<10 55
<10 42
<10 54
<10 44
61 80
46 80
66 81
62 82
Science
Social Studies
*Proficiency of groups greater than 10
Riverside West Academy white students scored 55% proficient on the 2007-2008 MEAP mathematics test. Due to the population of African American students being <10, no scores were provided. State scores were 61% African American and 80% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in mathematics. Riverside West Academy white students scored 42% proficient on the 2007-2008 MEAP reading test. Due to the population of African American students being <10, no scores were provided. State scores were 46% African American and 80% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in reading.
50
Riverside West Academy white students scored 54% proficient on the 2007-2008 MEAP Writing test. Due to the population of African American students being <10, no scores were provided. State scores were 66% African American and 81% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in writing. Riverside West Academy white students scored 44% proficient on the 2007-2008 MEAP ELA test. Due to the population of African American students being <10, no scores were provided. State scores were 62% African American and 82% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in ELA.
Eighth Grade Information on Achievement Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Writing Riverside West African American White State African American White
ELA
Science
<10 28
<10 37
<10 38
<10 33
<10 47
45 79
58 83
50 82
55 82
54 87
Social Studies
*Proficiency of groups greater than 10
Riverside West Academy white students scored 28% proficient on the 2007-2008 MEAP mathematics test. Due to the population of African American students being <10, no scores were provided. State scores were 45% African American and 79% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in mathematics. Riverside West Academy white students scored 37% proficient on the 2007-2008 MEAP reading test. Due to the population of African American students being <10, no scores were provided. State scores were 58% African American and 83% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in reading. Riverside West Academy white students scored 38% proficient on the 2007-2008 MEAP Writing test. Due to the population of African American students being <10, no scores were provided. State scores were 50%
51
African American and 82% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in writing. Riverside West Academy white students scored 33% proficient on the 2007-2008 MEAP ELA test. Due to the population of African American students being <10, no scores were provided. State scores were 55% African American and 82% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in ELA. Riverside West Academy white students scored 47% proficient on the 2007-2008 MEAP social studies test. Due to the population of African American students being <10, no scores were provided. State scores were 54% African American and 87% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in science.
52
Ninth Grade Information on Achievement Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Writing
ELA
Science
Riverside West African American White State African American White
Social Studies
<10 48
43 79
*Proficiency of groups greater than 10
Riverside West Academy white students scored 48% proficient on the 2007-2008 MEAP social studies test. Due to the population of African American students being <10, no scores were provided. State scores were 43% African American and 79% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in social studies.
ACT RESULTS 2007-2008 ACT: 2007-2008
All Students
Female
Male
School Report
26 Students
16 Students
10 Students
Composite Score
15.2
15.1
15.4
English
14.1
13.4
15.2
Math
15.2
14.5
16.4
Reading
14.3
14.7
13.7
Science
16
16
15.9
ACT: 2007-2008
All Students
Female
Male
State Results
Composite Score English
53
Math Reading Science
ED PERFORMANCE RESULTS FOR MIDDLE AND HIGH SCHOOL: 2007-2008 Reading: Grades 6-10 Grade Level
Subject Area
Number of Students
Overall Score %
Sixth
Reading
45
45%
Seventh
Reading
60
35%
Eighth
Reading
36
49%
Ninth
Reading
69
44%
Tenth
Reading
60
47%
All of the compiled scores reflect data collected in Fall 2007. The average of each grade level taking the Ed Performance Reading Test was calculated. The Sixth grade proficiency rate was 45%. The Seventh Grade proficiency rate was 35%. The Eighth Grade Proficiency rate was 49%. The Ninth Grade proficiency rate was 44%. The Tenth Grade proficiency rate was 47%. Mathematics: Grades 6-10 Grade Level
Subject Area
Number of Students
Overall Score %
Sixth
Mathematics
45
8%
Seventh
Mathematics
60
59%
Eight
Mathematics
36
44%
Ninth
Mathematics
69
42%
Tenth
Mathematics
60
40%
All of the compiled scores reflect data collected in Fall 2007. The average of each grade level taking the Ed Performance Mathematics Test was calculated. The Sixth grade proficiency rate was 8%. The Seventh Grade 54
proficiency rate was 49%. The Eighth Grade Proficiency rate was 44%. The Ninth Grade proficiency rate was 42%. The Tenth Grade proficiency rate was 40%.
Riverside Academy-West (6-12) Reading: Grades 6-10 Spring 2008 Grade Level
Subject Area
Number of Students
Overall Score %
Sixth
Reading
50
45%
Seventh
Reading
53
50%
Eighth
Reading
43
48%
Ninth
Reading
66
58%
Tenth
Reading
49
66%
All of the compiled scores reflect data collected in Spring 2008. The average of each grade level taking the Ed Performance Reading Test was calculated. The Sixth grade proficiency rate was 12%. The Seventh Grade proficiency rate was 16%. The Eighth Grade Proficiency rate was 21%. The Ninth Grade proficiency rate was 32%. The Tenth Grade proficiency rate was 23%. Mathematics: Grades 6-10 Spring 2008 Grade Level
Subject Area
Number of Students
Overall Score %
Sixth
Mathematics
50
43%
Seventh
Mathematics
58
43%
Eight
Mathematics
41
48%
Ninth
Mathematics
67
40%
Tenth
Mathematics
48
38%
All of the compiled scores reflect data collected in spring 2008. The average of each grade level taking the Ed Performance Mathematics Test was calculated. The Sixth grade proficiency rate was 16%. The Seventh Grade 55
proficiency rate was 24%. The Eighth Grade Proficiency rate was 10%. The Ninth Grade proficiency rate was 4%. The Tenth Grade proficiency rate was 14%.
NEEDS ASSESSMENT SUMMARY FOR MIDDLE/HIGH SCHOOL 2007-2008 MATHEMATICS The students demonstrated an overall proficiency rate of 48 percent on the Ed Performance assessment. MEAP scores overall show 47 percent at or above grade level, falling below the state average. While there has been some slight improvement in the Math proficiency scores there is still a need for increases improvement. Achievement in Math is necessary for all middle/high school students at the academy. READING The students demonstrated an overall proficiency rate of 53 percent on the Ed Performance assessment. MEAP scores overall show 49 percent at or above grade level, falling below the state average. Reading is crucial to overall student success and should be addressed as an important component for improvement. WRITING MEAP scores overall show 49 percent at or above grade level, falling below the state average. Increased student performance in writing is important for success in all areas of curriculum and is an important component for improvement. SOCIAL STUDIES The MEAP scores show that 37 percent of the ninth grade students met or exceeded Michigan standards for social studies. With the use of local assessments and specific testing results, it was determined by the Riverside staff that map skills and constructive responses are an area for improvement in student achievement. Now that the Social Studies Curriculum benchmarks and standards are available, a more comprehensive needs assessment can be done. SCIENCE The MEAP test scores show that 49 percent of eighth grade students at the academy met or exceeded the Michigan standards for science, which is well below the state average. Now that the Science benchmarks and standards are available a more comprehensive needs assessment will be done. PERCEPTION DATA (SURVEYS) PARENT SURVEYS There were 122 surveys returned by the parents. Parents rated 17 different statements regarding how they felt about their children’s education and school environment. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree” (See Appendix A) The SIP team reviewed the Parent Survey and first looked at any statements that the parents disagreed with the most. The following areas were the most significant concerns: Statement
% of Disagree 56
•
I help in the classroom or at school activities.
12%
•
My child knows what career he/she wants to go into.
8%
•
My student knows what classes to take to achieve career goal.
7%
•
I attend school meetings/activities.
7%
•
My child takes part in school activities.
5%
The survey results demonstrate that it is imperative for Riverside Academy to increase parental involvement at the school. Lastly, career awareness should be increased in the school to help educate and inform students about the different careers that are available. Parents at Riverside Academy also expressed their positive reactions to the school. Several statements received 90% or greater positive remarks in regards to certain areas. The following statements received the most positive outcomes. Statement
% of Agree
•
My child’s teacher shows concern about my child’s well being.
96%
•
Teachers respect my child.
94%
•
I feel my child is safe within Riverside Academy.
94%
•
The school is kept clean.
93%
•
My child’s teacher(s) are good role models.
93%
The vast majority of parents seem to be pleased with their children’s school environment and educational opportunities. Based on the survey results, parents are happy with the communication between parents and teachers and the teachers’ roles with the students. TEACHER SURVEYS There were 35 surveys returned by the teachers. Teachers rated 30 different statements regarding their school management. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree” (See Appendix B). The SIP team reviewed the teacher surveys. Based on the survey results, one of the areas that needs improvement is in regards to classroom disruptions, 29% of teachers feel that that classroom disruption is not kept to a minimum. The administration is aware of this problem and has planned to implement an alternative method for the office staff to page staff and students during the school day. Teachers also feel that they do not have adequate support in dealing with students who present challenging behaviors. Riverside Academy has hired a Student Services Coordinator whose role is to help teachers deal with student discipline as well as increase parental involvement in the school. The SIP committee compared 2007-2008 and 2008-2009 data regarding this issue. The committee noticed an improvement in teachers’ satisfaction in this area. The following five areas received a high number of “disagree” responses. Statement
% Disagree
o Teachers feel valued and appreciated for their efforts o Teachers have high morale and fell positively about working at 57
37%
Riverside Academy
31%
o Disruptions to classroom learning and routines are kept to a Minimum
29%
o Teachers have adequate support in dealing with students who Present challenging behaviors
26%
o Expectations are communicated faculty, staff, students, and parents in a timely fashion
23%
The mean outcome of all “agree” statements was 71%. STUDENT SURVEYS There were 218 surveys returned by the 3rd, 4th, and 5th grade students. Students rated 27 different statements regarding how they felt about various aspects of their school. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree” (See Appendix C). The student responses correlate very much to the results of the parent and teacher surveys. For example, both students and teachers agree that there are many classroom disruptions in the school. The school does have a goal for the upcoming school year to keep classroom distractions to a minimum (less announcements made over the PA system and less phone calls transferred to the classrooms). In regards to security and management, 66% of students claim to feel safe at the school. This is an increase of 13% compared to last year’s survey. To improve security at the school, Riverside Academy installed surveillance cameras inside the school building and around the school premises. On another positive note, about 86-87% of students agree that they are encouraged to do quality work and that their teachers are readily available for help. Overall, students seem to feel positive about attending Riverside Academy. The following areas received the most positive responses: Statement
% Agree
o Teachers and students respect and trust each other.
91%
o Teachers work together as a team and have positive relationship
90%
o I feel that I am taught as an individual
90%
o I attend before or after school tutoring.
90%
o Teachers care about my well-being
90%
The mean outcome of all “agree” statements was 90%. *SCHOOL-WIDE IMPROVEMENT REFORM STRATEGIES/ACTION PLAN
58
The academic program at Riverside Academy provides opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement of the Michigan Curriculum Framework through the use of effective methods and instructional strategies based on scientific research that: •
Strengthens the core academic program in the school.
•
Increases the amount and quality of learning time.
•
Provides an enriched and accelerated curriculum.
•
Includes strategies for meeting the educational needs of historically underserved populations.
This school year, the entire staff was trained to implement the SIOP model (Sheltered Instruction Observation Protocol) to help foster student learning for English Language Learners. Furthermore, we launched several school activities and events to help enhance our students’ reading skills. With the collaboration of the principal and teachers, the school’s PTC (Parent Teacher Committee) President started a new reading program at Riverside Academy: Parent volunteers arranged times to visit our school’s classrooms to read to the students. During March Reading Month, the school hosted its first annual book swap. SCHOOL IMPLEMENTATION PLAN Academic Goals, Objectives, and Strategies Riverside Academy is committed and dedicated to the belief that education is foundational to each individual’s success in a free and democratic society. Furthermore, Riverside Academy believes that every individual is capable of learning. Furthermore, the Academy has adopted very specific goals. The primary goal of the Academy is to ensure that the students of the school are performing at or above grade level, which is demonstrated by Adequate Yearly Progress. This is also measured by yearly standardized testing including the Michigan Education Assessment Program (MEAP). In addition to MEAP testing, grades 3-11 also take the Ed Performance Performance Series Test. A secondary goal for Riverside Academy is to ensure that students are proficient at carrying out grade level schoolwork. This goal will be measured by the percentage of the students who achieve passing grades in their secondary school placement. Furthermore, Riverside Academy will strive to instill in each student a strong sense of personal achievement and self-esteem, an ability to effectively communicate with written and spoken words, an appreciation of the arts, a commitment to personal well-being, a sense of satisfaction from challenges met, and a desire to participate responsibly in the community. One of the most important factors in a student’s success in school is the involvement of the family in the educational process. Riverside Academy strives for a high level of participation in parent-teacher conferences and the Parent-Teacher Committee. Riverside Academy has developed its mission and adopted these goals in compliance with the No Child Left Behind Act (NCLB) of 2002. This act emphasizes accountability, choice, and improved academic achievement, especially for students from disadvantaged backgrounds. These goals state that by 2013: •
All students will reach proficiency in reading and math.
•
All teachers and paraprofessionals will be “highly qualified” as defined by state guidelines. 59
â&#x20AC;˘
Title 1 funds will be used for effective educational practices that promote competency in the core curriculum areas.
â&#x20AC;˘
Increased accountability for student performance.
Riverside Academy has developed academic goals that reflect the needs assessment in the areas of English Language Arts and Mathematics. Academic goals include: 1. All students will improve reading achievement across the curriculum 2. All students will improve written language skills across the curriculum. 3. All students will demonstrate adequate progress in Math. 4. All students will demonstrate adequate progress in Social Studies. Riverside Academy will strive for educational excellence, personal integrity, effective leadership, continuous improvement, employee involvement, and a partnership between the Academy and all members of the community.
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GOAL STATEMENTS: Increased Reading Achievement All students will improve reading achievement across the curriculum. Elementary students will show an improvement in reading high frequency vocabulary words, in reading fluency, and in comprehension skills. Increased Writing Achievement All students will improve written language skills across the curriculum. Increased Achievement in Mathematics All students will demonstrate adequate progress in number/operations activities. All students will show improvement in their measurement expression across the curriculum. Increased Achievement in Social Studies All students will demonstrate adequate progress in Social Studies. Overall student achievement in geography will increase by ten percent as measured by the MEAP Increased Achievement in Modern Standard Arabic and Culture All students will increase their proficiency in learning Modern Standard Arabic and Culture. Overall student 70% of the students will make one level progress as measured by the ACTFL proficiency guidelines.
61
ACTION PLAN GOAL # 1: INCREASED READING ACHIEVEMENT ELEMENTARY SCHOOL GOAL AND STRATEGIES Need Statement: Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting state standards in reading grade level high frequency words. Goal Statement: All students will improve in reading frequency words. Objective: By June 2010, the number of students within the ESL subgroup will show a 25% improvement in reading high frequency vocabulary words as measured by local assessments. Data Used in Selecting Goal: 1. MEAP results 2. ED-vision 3. Teacher observation and assessment Assessment to Measure the Goal Local/Classroom
Standardized 1. MEAP 2. Terra Nova
1. MLPP (K-5) 2. DRA (K-5) 3. Teacher designed assessment
3. Ed Vision
Intervention: K-5 students will engage in a variety of word study activities using words from the Dolch list. Strategies
Person(s) Accountable
Timeline Start
Resources Needed
Complete
62
Staff Development
Scientific Based Research
1. All classroom teachers will display the grade appropriate words from the Dolch list on the word wall. 2. Students will use the Dolch words in a variety of word study activities. 3. The study of Dolch words will be included in guided reading on a daily basis.
1. L.A. Teachers
2. L.A. Teachers
3. L.A. Teachers 4. L.A. Teachers
4. Words from the Dolch list will be integrated into all content areas. 5. Literacy specialist will work with at risk students. 6. ESL teacher will work with ESL students.
5. Literacy Specialist
1. Sept 2009 2. Sept 2009
3. Sept 2009 4. Sept 2009
1. Ongoing
2. Ongoing
3. Ongoing
1. Dolch list, Word Wall Kit 2. Word/letter games and materials for word study activities
1. MLPP training 2. Guided reading training (grades 3-5) 3. Technology training for all teachers
4. Ongoing
5. Sept 2009
5. Ongoing
6. Sept 2009
7. Ongoing
6. Ongoing
7. Sept 2009
6. ESL teacher 7. L.A. Teacher
7. MEAP Coach books will be used to teach vocabulary.
63
3. Guided reading books, worksheets 4. Technology resources 5. Literacy specialist 6. Additional ESL teacher 7. Paraprofess ional per classroom 8. Phonics CD 9. Dolch word center/inde pendent activities 10. Language Arts
1. Invernizzi, Abouzeid, and Bloodgood 1997 2. Balajty 1989; Labbo 1996 3. Menvies, Mahdavi, and Lewis 2008 4. Diamond and Mandel 1995 5. Templeton 2004
4. Paraprofessional 6. Lacina 2004/2005 training in guided 7. McLoughlin and reading, ESL, Oliver 1998 SIOP, word study, and attend Friday staff meetings 5. Cooperative learning training for all teachers. 6. Professional Development to utilize MEAP Coach books
software 11. MEAP Coach books 12. Smart Boards Needs Statement: Our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting the state standards in reading. Goal Statement: Students will improve in reading fluency skills & comprehension skills. Objective: By June 2010, students within the ESL subgroup will show an improvement to equal 1 year of growth in reading fluency & comprehension skills as measured by MLPP, Developmental Reading Assessment (DRA) and the MEAP. Data Used in Selecting Goal: 1. MEAP results 2. Ed Performance Assessment to Measure the Goal Standardized 1. MEAP 2. Terra Nova
Local/Classroom 1. MLPP (K-5) 2. DRA (K-5)
3. Ed Vision
Intervention: Students will engage in a variety of reading activities
64
Strategies 1. Students will participate in guided reading groups on a daily basis. 2. Grades 2-5 students will use computer reading software programs. 3. Regular homework assignments will include reading assignments to increase levels of independent reading. 4. Illustrations, graphic organizers and various projects will be used to demonstrate comprehension of a reading selection. 5. Reading comprehension
Person(s) Accountable
Timeline Start
1. L.A. Teachers 1. Sept 2008 2. Sept 2008 2. L.A. Teachers, Librarian 3. Sept 2008 3. L.A. Teachers 4. Sept 2008 4. L.A. Teachers
5. Sept 2008 5. Classroom teachers 6. Septembe r 2009 6. L.A Teachers 7. Septembe r 2009 8. Septembe 7. L.A. Teachers r 2009 9.
Resources Needed
Complete
1. Ongoing 1. Guided Reading books, 2. Ongoing classroom library books 3. Ongoing 2. Computers, books, accelerated reader for all students 4. Ongoing
Staff Development 1. Guided Reading training
1. Lane, Fletcher, Carter, Dejud, and DeLorenzo 2007
2. Training with the Librarian
2. Diamond and Mandel 1995
3. Paraprofessional training in guided reading, ESL, SIOP, word study, and attend Friday staff meetings
3. Books, log sheets to record books/minute s 4. Cooperative learning training 4. Scholastic 5. Ongoing for all teachers News 5. Open Court Predecodable/de codable books
8. ESL Teacher
6. All A-Z resources (writing, science, reading
65
Scientific Based Research
5. Professional Development to utilize MEAP Coach books
3. Balajty 1989; Labbo 1996 4. Menvies, Mahdavi, and Lewis 2008) 5. Elster 1994 6. Wepner 1990 7. Matthews 2005 8. Richardson and Carleton 1996 9. Lacina 2004/2005 10. McLoughlin and Oliver 1998
tutors, & social studies)
strategies will be integrated into Language Arts instruction in a systematic way using read-aloud books and cooperative learning. 6. Reading will be integrated into all content areas in grades K-5. 7. MEAP coach will be used in reading comprehension activities 8. ESL Teacher will assist ESL students during reading activities
7. Reading Comprehensi on Program and training for teachers K-5 8. Book binding machines and supplies. 9. Library resources for staff and students 10. Dictionaries, Thesauruses, a variety of graphic organizers, idea books for literacy projects 11. Subscriptions to Language Arts teacher resource sites 12. Software to
66
integrate technology and English Language Arts 13. Phonics program 14. MEAP Coach books 15. Smart Boards
ACTION PLAN GOAL #1: INCREASED READING ACHIEVEMENT MIDDLE SCHOOL/HIGH SCHOOL GOAL AND STRATEGIES School Improvement Goal Statement: All students will improve reading achievement across the curriculum School: Riverside Academy West (6-12)
Date: 2007-2010
Essence (two or three specific skills): 1. All students will improve comprehension, vocabulary, and fluency by ten percent as measured by Ed Performance. Support Data (used to select the
Standardized Assessment(s):
Local Assessment(s):
67
goal):
1. MEAP
1. Traditional Assessment
1. MEAP
2.Ed Performance
2. Track and compare by gender
2. Ed Performance 3. Staff Observation Strategy/Intervention:
Research supporting this strategy/intervention:
All staff will participate in a SSR time during the week.
â&#x20AC;&#x153; To Read it is to live it, different from just knowing itâ&#x20AC;? Journal of Reading 37:3 November 1993
Activities to implement the intervention (including professional development) such as:
Person(s) Accountable
Timeline Begin
End
Teachers
Sept 2007
May 2010
2. Increase library by collecting donations
Librarian
Sept 2007
May 2010
3. Sustained Silent Reading Time
Teachers
Fridays
4. Vocabulary Tests
Teachers
Schedule per teacher
5. Reading Logs
Teachers
Sept 2007
May 2010
6. The school will start an accelerated reading program. 7. Add resources that will increase the content knowledge for ESL students.
Teacher
Sept 2007
May 2010
1. All students will do book presentations on books of leisure.
68
Resources
Community
ACTION PLAN GOAL # 2: INCREASED WRITING ACHIEVEMENT ELEMENTARY SCHOOL GOAL AND STRATEGIES Needs Statement: Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not proficient in writing process skills. Goal Statement: All students will meet or exceed state standards in writing. Objective: By June 2010, the number of students within the ESL subgroup writing process skills will improve by 10% as measured by local assessments using common rubrics. Data Used in Selecting Goal:
69
1. MEAP results 2. ED-vision Assessment to Measure the Goal
Standardized
Local/Classroom
1. MEAP 2. Terra Nova K-2
1. 2. 3. 4.
MLPP Journals Rubrics Samples of student writing
Intervention: Students will engage in writing activities across the curriculum in all subjects. Strategies
Person(s) Accountable
1. Journal and/or Staff curriculum workbooks for writing opportunities (all subject areas). Journal writing at least once a week. â&#x20AC;˘ Note: Collect writing samples at all Social Studies, Math, grade levels.
Timeline Start
Complete
September 2008
Ongoing
Resources Needed
Staff Development
Journal/workbooks, Writing materials: pens (red for editing, blue for revising), pencils, etc.
1. 6 Traits + 1 workshop for all teachers grades K-5
4(2 per building) book binding machines, with materials, for journal making and writing portfolios. September 2008
Ongoing
70
Files to hold student writing
2.
Ongoing training for Being a Writer for all teachers
3.
Staff development for writing portfolios
Scientific Based Research
1.
Peterson 2005
2.
Menvies, Mahdavi, and Lewis 2008
3. Van Leeuwen and Gabriel 2007
2. Writing in math, science, social studies, complete sentences, at least once a week, to answer comprehensio n questions, describe/expla in experimental results. 3. Writing in art, gym, and library at least twice a year. 4. Writing portfolios 5. ESL teacher will work with ESL students 6. Literacy specialist will work with at risk students 7. MEAP Coach book in writing activities
samples
and Science 5. ESL Teacher 6. Literacy Specialist
Sept. 2009 Sept. 2009
Ongoing
7. L.A.Teacher
Sept. 2009
Ongoing Ongoing
Overhead projectors to model editing and revising using visual cues
4. 5.
Paraprofessio nal training in guided reading, ESL, SIOP, word study, and attend Friday staff meetings
Technology Resources Literacy coach Additional ESL teacher Computers and printers
Art Teacher
Flash drives for each student Writing supplies and misc. art materials
Art Teacher
Software to integrate technology and English Language Arts
Art Teacher
MEAP Coach books Smart Boards
Schedule is as
71
Smart board training
6.
Professional Development to utilize MEAP Coach books
4. Balajty 1989; Labbo 1996 5. Wepner 1990 6. Lacina 2004/2005 7. Lanauze et Snow 1989; Hornberger 1990, Torres 1991
follows: Art Kindergarten: 1. African Animals – Learn, write animal name under drawing as part of art work. 2. Turtle Shells – Write the names of the lines, colors, and patterns used in their shell.
Art Teacher
September 2008
Ongoing Art Teacher
Grade 1: 1. Winter Friends – Write 3 sentences describing their drawing. 2. Andika Cloth – Create a symbol and write a meaning for it.
Art Teacher Research Resources
Grade 2: 1. Stained Glass Leaves – Short story about favorite things to do in autumn.
September 2008 PE Teacher
Ongoing
2. African Masks: Write about where, why, and when masks
72
are worn. Grade 3: 1. African Animals – Create a story about the animals they painted. 2. Native American Poetry – Write a descriptive paragraph about the designs, symbols, and colors they used in their poetry.
Librarian
Grade 4: 1. Winter Landscape – Write a story about their landscape drawing. 2. Famous Artist – Choose a famous artist and research him/her. Grade 5: 1. Winter Landscape Write a story about their landscape drawing. 2. Art Careers – Research 3 careers in
73
the visual arts. Gym Grades K-1: N/A Grades 2-5: Write a report on a favorite character. Grades 4-5: Write the rules of a game (basketball, dodge ball, kickball, etc.) Library Grades K-1: Write a poem Grades 2-3: Write a story/Make a book. Grades 4-5: Write a story/Make a book twice a year. Needs Statement:
74
Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not proficient in genre writing. Goal Statement: All students will meet or exceed state standards in genre writing. Objective: By June 2010, the number of students within the ESL subgroup genre writing skills within writing workshops will improve by 10% as measured by local assessments using common rubrics. Intervention: Implement Writing Workshops and genre writing. Strategies
Person(s) Accountable
1. Use 6 Traits + 1 Classroom Teacher in writing workshop 2. Student workbook activities on 6 Traits + 1 3. Scaffold 6 Traits + 1 Content Editing throughout all grades (progressive) 4. Use a variety of writing styles and genre to teach writing
Timeline Start
September 2008
Resources Needed
Staff Development
Complete
Ongoing
6 Traits + 1 Teacher Guide Student Edition of 6 Traits + 1
1. 6 Traits + 1 training for all teachers 2.
Transparencies Organized writing program
Writing Workshop Training for all teachers
Writing Materials: Pens (red for editing, blue for revising), pencils
3. Training in the use of genre writing for all teachers
Notebooks
4.
Pocket Charts
75
EET training for all teachers
Scientific Based Research
1.
Bailey, Oâ&#x20AC;&#x2122;GradyJones, and McGowan
2. Van Leeuwen and Gabriel 2007 3. Balajty 1989; Labbo 1996 4. Wepner 1990 5. Henry and Roseberry 1998 6. Lacina
5.
6.
7.
8.
such as, autobiography, personal narrative, poetry, research project, realistic fiction, adventure, compare and contrast, and persuasive writing Culminating Activity: Young Author â&#x20AC;&#x201C; Each student writes and publishes a book. Implement Expanding Expression Tool (EET) as a multi-sensory approach for improving oral and written language. Common Rubrics used within writing workshops. ESL Teacher
EET 5 Pocket folders Overhead projectors Technology Resources Software to integrate technology and English Language Arts Smart Boards
76
2004/2005
5. Paraprofessio nal training in guided reading, ESL, SIOP, word study, and attend Friday staff meetings
7. Lanauze et Snow 1989; Hornberger 1990, Torres 1991
will assist ESL students during writing workshops. 9. Gender specific writing topics will be chosen by the teacher.
ACTION PLAN GOAL #2: INCREASED WRITING ACHIEVEMENT MIDDLE SCHOOL/HIGH SCHOOL GOAL AND STRATEGIES School Improvement Goal Statement: All students will improve written language skills across the curriculum. School: Riverside Academy West (6-12)
Date: 2007-2010
Essence (two or three specific skills): 1. All students will improve grammar usage, writing process/skills, and genre study by ten percent based off the MEAP results. Support Data (used to select the goal):
Standardized Assessment(s):
Local Assessment(s):
1. MEAP
1. Student Writing 2. Staff Observation 3. Track and compare by gender
1. MEAP 2. Ed Performance 3. Staff Observation
77
Strategy/Intervention:
Research supporting this strategy/intervention:
All students will participate in journaling in every subject.
“The Effect of Journal Writing on Achievement in and Attitudes Toward Mathematics” School Science and Math Volume 98(8), December 1998 “20 ways to—help students who struggle with writing become better writers” Intervention in School and Clinic 37 no 2 N 2001
Activities to implement the intervention (including professional development) such as:
Person(s) Accountable
Timeline Begin
End
Resources
8. All teachers will give their classes daily grammar warm ups. There will be a monthly schedule on which subject will be participating. 9. All teachers will require writing journals and portfolios.
Teachers
Sept 2007
May 2010
Teachers
Sept 2007
May 2010
10. All students will practice editing on different documents and editing workshops. 11. Add resources that will increase the content knowledge for ESL students
Teachers
Sept 2007
May 2010
78
Journal Topics
ACTION PLAN GOAL # 3: INCREASED ACHIEVEMENT IN MATHEMATICS ELEMENTARY SCHOOL GOAL AND STRATEGIES Needs Statement: Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting state standards in numbers and operations. Goal Statement: Students will meet or exceed state standards in Numbers and Operations. Objective: By June 2010, the number of students within the ESL subgroup demonstrating numbers and operations proficiency will increase by 10% as assessed by state standards. Data Used in Selecting Goal: 1. MEAP results 2. ED-vision Assessment to Measure the Goal
Local/Classroom
Standardized
1. 2.
1. 2. 3.
MEAP K-2 Terra Nova
Local Math Test ED Vision Teacher Assessment
Intervention: Students in K-5 will use game activities to solve number/operations and story problems in all classes and across curriculum. Strategies
Person(s)
Timeline
Resources Needed
79
Staff Development
Scientific Based Research
Accountable
Start
Complete 1.
1.
2.
Students will be given math journal assignments at least once a week that relates to number/operation s skills.
Students will use manipulative, such as: blocks, money, straws, and flash cards, in their math studies to help them solve number/operation s and story problems.
1. Math Teachers.
4. 5.
Math coach will help teachers incorporate number/operation and story problems within lessons.
Increase instructional time from 45 minutes-
Ongoing 2.
Sep. 2008
Ongoing
3.
2. Math Teachers.
Sep.2009
Ongoing
Sep. 2009
Ongoing
4.
3. Math Coach.
5. 4. Math Teachers.
3.
Sep. 2008
Sept. 2009
Ongoing
s. ESL Teacher 6.
7.
Technology such as: math software, calculators. (classroom set) math journals/ Home Links journals Manipulatives: counters, flats, and longs, rubber bands, geometry templates, fraction rods Math games: flash cards, clocks: big clock for the class. Money-coins, and pattern blocks. Compasses: for students and one big for the class, rulers protractors, straws, overhead pattern blocks and geometric shapes Supplements (resources) for multiplication Factors. multiplication, addition, subtraction, and
80
1.
2. 3.
4.
5.
Teachers will receive in-service training in school math program Team collaboration Math software training for all teachers. Paraprofessional training in math software. A Math Coach will train teachers on teaching methods.
Keller 1998 NCTM 1991 Driscoll 1983; Greabell 1978; Raphael and Wahlstrom 1989; Sowell 1989; Suydam 1985,1986 4. Reys, and Fennell 2003 5. Clements and Sarama 2003 6. Lacina 2004/2005 1. 2. 3.
1 hour. 6. 7.
ESL Teacher will review math vocabulary with ESL Students
8. 9.
10. 11. 12. 13. 14.
15. 16. 17. 18. 19.
division flash cards lunch bags Scales, weight units (grams-kg, I b, oz.) math games centers math posters math night games Story problems supplements. Reflection mirrors. ( class sets) Temperature conversion kit Math coach Math song CD Software for math skills Smart Board
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ACTION PLAN GOAL #3: INCREASED ACHIEVEMENT IN MATHEMATICS ELEMENTARY SCHOOL GOAL AND STRATEGIES Needs Statement: Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting state standards in measurement. Goal Statement: Students will meet or exceed state standards in measurement. Objective: By June 2010, the number of students within the ESL subgroup demonstrating measurement proficiency will increase by 10% as assessed by state standards. Data Used in Selecting Goal 1. MEAP results 2. ED-vision Assessment to Measure the Goal Local/Classroom
Standardized
1.
1. 2.
MEAP
Local Math Test Ed Performance
Intervention: Students will do measurement activities in all classes. Strategies
Person(s) Accountable
Timeline Start
Resources Needed
Complete
82
Staff Development
Scientific Based Research
1.
2.
3.
4.
5.
Students will demonstrate adequate progress in measuring. Students will measure a variety of objects during science investigations Students will use math journals to reflect their responses to measurement problems in math, social studies, and science. Students will use games and Technology resources for extra math activities. Math coach will help teachers incorporate measurement within lessons.
1. Math Teachers. 2. Science Teachers.
3. All science, math, and social studies teachers.
Sep. 2008
1.
Math games/Technology
2.
Math notebooks
3.
Manipulatives
4.
Clocks/money/geome tric shapes
5.
Hands on measuring centers
Ongoing
4. Math teachers 6.
Meter sticks
7.
Smart Boards
1.
Teachers will receive in-service training in the Everyday Math program.
2.
Teachers will increase instructional time.
3.
Teachers will receive training in differentiating instruction and SIOP.
4.
A Math Coach will train teachers on teaching methods.
1. 2.
3. 4.
5. 6.
7.
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Phillips 2002 Reys, and Fennell 2003 NCTM 1991 Driscoll 1983; Greabell 1978; Raphael Wahlstro m 1989; Sowell 1989; Suydam 1985,198 6 Keller 1998 Lacina 2004/200 5 Capps and Pickreign 1993
ACTION PLAN GOAL #5: INCREASED ACHIEVEMENT IN MODERN STANDARD ARABIC AND CULTURE ELEMENTARY SCHOOL GOAL AND STRATEGIES School Improvement Goal Statement: At least 70% of the students will increase one level of progress in one year. Assessment to Measure the Goal Local/Classroom
Standardized 1. 1.
Teacher made assessments
ACTFL
Intervention: Students will increase one level of progress in one year. Activities
Person(s) Accountable
Timeline Start
Resources Needed
Complete 1.Arabic leveled books
1.
Students will demonstrate adequate progress in reading Arabic 2. Students will demonstrate adequate progress in writing Arabic 3. Students will utilize leveled books and technology 4. Students will complete word
1. Arabic Teachers
Sep. 2009
2. Arabic Teachers
Sep. 2009
3. Arabic Teachers
Sep. 2009
4. Arabic
Sep.
Staff Development
2.Arabic â&#x20AC;&#x201C; English Picture Dictionaries
Ongoing
3.Arabic Computer Software 4. Arabic Games
Ongoing
5. Arabic Word Wall Ongoing
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1.Teachers will receive SIOP and differentiated instruction 2. Paraprofessionals will receive SIOP and differentiated instruction 3. Teachers and Paraprofessionals will receive technology training
wall activities 6. Arabic Paraprofessional will assist students completing Arabic reading and writing activities.
Teachers
2009
5. Arabic Teachers
Sep. 2009
Ongoing Ongoing
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ACTION PLAN GOAL #3: INCREASED ACHIEVEMENT IN MATHEMATICS MIDDLE/HIGH SCHOOL GOAL AND STRATEGIES School Improvement Goal Statement: All students will demonstrate adequate progress in Math. School: Riverside Academy West (6-12) Date: 2007-2010 Goal Statement: Essence (two or three specific skills): All students will improve problem solving with graphs and equations, measurement and converting ratio quantities based on the Ed Performance. Support Data (used to select the goal):
Standardized Assessment(s):
1. MEAP
2.Ed Performance
2. Ed Performance
1. MEAP
Local Assessment(s): 1. Traditional Assessment 2. Track and compare by gender
3. Staff Observation Strategy/Intervention:
Research supporting this strategy/intervention:
All middle and high school teachers will use graphic organizers and graphs in the classroom.
“Teach Mathematics: Strategies to Reach All Students” Intervention Sch Clin nol S 2005
Activities to implement the intervention (including professional development) such as:
Person(s) Accountable
Begin
Teachers
2007
2009
Counselor/
2007
2009
Sept. 2007
Oct. 2007
12. Friday Enrichment Time to Review 13. Organize Math Classes into Skill Levels
“Using graphic organizers to improve the reading of mathematics” The Reading Teacher Vol. 48, No 3. November 1994 Timeline End
Resources
Teachers Teachers
14. Add resources that will increase the content knowledge for ESL students 86
Test
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ACTION PLAN GOAL #4: INCREASED ACHIEVEMENT IN SOCIAL STUDIES MIDDLE/HIGH SCHOOL GOAL AND STRATEGIES School Improvement Goal Statement: All students will demonstrate adequate progress in Social Studies. School: Riverside Academy West
Date: 2007-2010
Essence (two or three specific skills): 1. Overall student achievement in geography will increase by ten percent as measured by the MEAP Support Data (used to select the goal):
Standardized Assessment(s):
1. MEAP
1. MEAP
Local Assessment(s): 1. Traditional Assessment 2. Track and compare by gender
2. Staff Observation Strategy/Intervention: All teachers will practice map skills in the classroom. Activities to implement the intervention (including professional development) such as:
Person(s) Accountable
Timeline Begin
End
Resources
Sept 2007
May 2010
Timelines
Weekly enrichment and review Workshops: maps and timelines Add resources that will increase the content knowledge for ESL students
Teachers
ALTERNATIVE METHODS OF ASSESSMENT In addition to the state and national tests, Riverside Academy uses alternative and authentic assessment of student achievement, skills, and competencies beyond standardized test to assess student learning. Some of the additional assessment tools are: Teacher-created tests Teacher observations Portfolios Rubrics
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Journals Chapter tests Student projects and demonstrations Staff members will continually search for alternatives to assess what is learned in settings and situations that resemble “real-life.” CRITERIA FOR SELECTION OF TITLE I AND 31A STUDENTS TITLE 1 / 31a (AT RISK) SELECTION OF TITLE I STUDENTS There are three basic measures for the selection of Title I students at Riverside Academy. These measures include the following: •
Students who test below 40% on the Terra Nova in Mathematics
•
Fifth Grade students who score level 3 and 4 on the M.E.A.P.
•
Teacher Recommendation
SELECTION OF 31A/AT RISK STUDENTS Each child who qualifies for At Risk designation falls into one or more of the following categories: •
Score below 40% on the Terra Nova Test in Math
•
Score level 3 or 4 on the M.E.A.P at grade five in ELA, Math, and Science
Qualify for one or more of the following: •
Free or reduced lunch
•
Chronic attendance problem
•
Exhibits poor behavior
•
Parent neglect or abuse
•
Parent abuse drugs or alcohol
•
Parent incarcerated
DUTIES AND RESPONSIBILITIES OF TITLE I AND 31A/AT RISK TEACHERS The Title I teacher provides assistance to children who are failing or who are at-risk of failing to meet the Core Curriculum Benchmarks in mathematics, language arts, science, and social studies. This position includes consultations with fellow professional staff members to ensure that programming for students is based upon assessment and is consistent with individual needs. The Title 1 teacher is responsible for:
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Working effectively with “special needs” students Working cooperatively with all staff members Providing direct interventions for students in small groups or individually. Assisting in implementing the assessment model for grades 3-5 Providing support for building early literacy skills Maintaining a school-wide reading program—Drop Everything and Read (DEAR) Assisting the teacher in maintaining a positive learning environment Maintaining records of student progress and attendance Communicating with parents through monthly newsletters and conferences to discuss pupil’s progress Providing the staff with supplemental materials that support the Core curriculum and Benchmarks Producing homework/tutoring packets that coordinates with core curriculum areas. PARA-PROFESSIONALS ESSENTIAL DUTIES AND RESPONSIBILITIES: The Paraprofessional assists the teacher with classroom instruction and management. The Paraprofessional instructs, demonstrates, and uses audiovisual teaching aids to present subject matter to the class (from the direction of the teacher). The Paraprofessional assigns lessons, corrects papers, and hears oral presentations (from the direction of the teacher). The Paraprofessional assists the teacher with coordinating class field trips. Record Keeping The Paraprofessional assists the teacher with preparing, administering, and correcting tests. The Paraprofessional assists the teacher with attendance and grade records. Discipline and Counseling The Paraprofessional teaches and enforces Academy rules of conduct and behavior. The Paraprofessional maintains order in the classroom and on the playground. The Paraprofessional assists the teacher with maintaining the classroom in a neat and clean manner (from the direction of the teacher). TITLE I PARENT INVOLVEMENT TEACHER The Title I Student Services Coordinator serves as liaison between the parent and the school. The purpose is to help children, specifically identified students, experience success in school. Frequently this includes encouraging parents to become aware of the problems their child/children might be experiencing. It is the duty of the involvement teacher to assist parents in any way possible to help their children succeed. DUTIES AND RESPONSIBILITIES: Serve as liaison between the parents and the school. 90
Contact parents and assist classroom teachers with communication. Follow-up with any specific problem a student encounters. Gather information (occasionally through a home visit) that will be useful in determining how to best meet the needs of the student and his parent(s): relative to improving attendance and making the school experience more meaningful. Assist in developing ways of involving parents in the affairs of the school and the community. Serve as a channel of communication for relaying the concerns, thoughts and attitudes of identified parents and the general public to the school. Work closely with health, welfare, and police agencies to coordinate all services for the students. Discourage absenteeism by making phone calls to absent studentsâ&#x20AC;&#x2122; homes. On some occasions a home visit may be required. Conduct parent meetings to explain school programs and to reinforce all services for Title I students. Work with the Title I teacher to provide parent homework packets. Schedule parenting classes, speakers, parent and family workshops, and other related activities Participate in program development. Hold parent meetings throughout the year. Coordinate the volunteer program and work positively with those parents and community members who donate their time to the school. Work closely with the building administrator to ensure Title I pupils and their parents are treated well with sensitivity. Work closely with the Title I teacher to help provide parents with meaningful opportunities to participate in the education of their children at home and at school.
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31A AT RISK STUDENT SOCIAL WORKER The School Social Worker is often thought of as the protector of the children. The social worker must remain objective and share a deep appreciation for the children and their problems. She has a position of trust and respect. Much of the student information obtained by the social worker is confidential. Children shall feel that she can be trusted to help them find solutions. The Riverside Academy social worker tries to accommodate the students’ needs when situations arise. She will use all of her skills to provide the proper resolutions for children’s problems. DUTIES AND RESPONSIBILITIES: Facilitate small group discussions to focus on socialization skills. Assist supportive counseling, behavioral issues, and crisis intervention. Hold individual counseling sessions with students. Initiate family counseling and consultation. Work with staff to support cohesiveness between student and classmates. Work with school to find alternative educational setting for students when needed. Make home visits of identified students. Coordinate and facilitate outside agencies and programs to service the school district. Participate in IEP meetings of identified students. SCHOOL PROGRAMS FOR UNDERACHIEVING STUDENTS We will design an educational alternative program to address the needs of underachieving K-5 students. Identify underachieving students. Data is based upon: Teacher implemented Authentic Assessment Terra Nova testing results for grades 1-2 Ed-Vision testing for grades 3-5 MEAP Test results for school year 2006-2007 Developmental Reading Assessment [DRA] Michigan Literacy Progress Profile [MLPP] Create a building level Instructional Assistance Team [IAT] that will insure early identification of children with special needs, disabilities, gifted and talented, and other at-risk factors. Informal instructional adaptations Consult pre-referral manual (PRIM) for developing individualized instruction based upon student’s needs. Consult school psychologist
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Instructional Assistance Team meeting Child Study /IAT referral form completed by teacher. Child Study/IAT Coordinator schedules IAT Meeting. A written plan is developed. Data is kept on studentâ&#x20AC;&#x2122;s progress. Progress on plan periodically monitored by Child Study/IAT Plan modified as needed. Identify English as Second Language Students [ESL] ELPA test is given to all K-5 grade students to identify ESL learners. An individualized program is developed for each student. Students meet with the ESL teacher English ESL Program Students work with classroom Paraprofessionals Establish a curriculum development process that allows for differentiation of instruction within al subjects to include underachieving students in the general education program. Use school assessment information to identify studentsâ&#x20AC;&#x2122; needs for differentiating instruction. Research and recommend policies and procedures that support the use of differentiated instruction. Coordinate the implementation of curriculum models that utilize differentiated instruction. Provide in-service training staff development seminars regarding inclusive and collaborative teaching strategies
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*INSTRUCTION BY HIGHLY QUALIFIED PROFESSIONAL STAFF (TEACHERS AND INSTRUCTIONAL PARAPROFESSIONALS) All teachers and paraprofessionals must meet Title I requirements. The Human Resources department is currently only hiring teachers who possess the certification that qualifies teachers as highly qualified. Procedures are in place to document and record certifications. Teachers currently employed are assigned to positions that reflect certification of the teachers. Procedures are in place that place laid off and surplus teachers in only positions for which they would be considered highly qualified. The teacher contract for teachers includes extra compensation for degrees earned and is a motivator for teachers to continue their education. The Human Resources Department advertises and recruits for hard-to-hire positions. Human Resources Department has a website for job listings and for potential candidates to post a resume and fill out applications.
*STRATEGIES TO ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS TO HIGH-NEED SCHOOLS The academy is a one-building public school academy that utilizes a variety of strategies to attract high quality teachers. These strategies include: • Offering a competitive salary and benefits package. • Providing a comprehensive orientation that facilitates a successful transition into teaching. • Providing opportunities for teachers to improve their instructional skills through a comprehensive professional development program. • Including teachers in the continuous improvement planning process, and other school initiatives and activities. • On-line job recruitment and application • Attendance at University job fairs and advertisement in local newspapers • Yearly merit-pay opportunities. *HIGH-QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT In accordance with section 1119 and subsection (a)(4), the academy provides highquality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.
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The results of the comprehensive needs assessment serve as the basis for the development and delivery of the professional development plan. • The process to determine the developmental needs of teachers stems from our Professional Development Plan that teachers and paraprofessionals complete at the beginning of each school year. This plan includes: goals, objectives, and correlated professional development interests. • There are a variety of professional development opportunities offered to teachers and paraprofessionals. All training must be based upon individual goals and the school’s School Improvement Plan. • Professional Development is mandatory and all teachers participate. Every Friday afternoon is set aside for staff development. These PD days correlate to the needs assessed in the classroom & the requirements of the state. The information gained from these professional development days are shared throughout the staff both during the sessions and as follow-ups. • Professional Development opportunities are provided by Wayne RESA, Global Educational Excellence, MAPSA, as well as internally within the school setting. Occasionally, external sources are used for staff development. • The common planning time per grade level is limited. If possible, teachers collaborate & share ideas depending upon weekly schedule. • Professional Development is evaluated through successful direct application of the concept in the classroom with demonstrated increased student achievement or improvement in systems processes CURRICULUM & EVALUATION CURRICULUM ALIGNMENT Riverside Academy has designed a curriculum to provide a superior learning experience, which will enable students to: 1. Achieve an understanding of standards and objectives within each content area. 2. Develop and implement creative and critical thinking to process information, make decisions, and problem solve. 3. Use correct oral speaking and writing skills to communicate effectively. 4. Know how to learn, work, and play cooperatively, independently, and productively. Staff representing all grades have reviewed and aligned core curriculum outcomes in language arts, mathematics, science, and social studies with the results of the MEAP assessment. In addition to the MEAP, outcomes from the Terra Nova and Ed Performance tests were also used. This alignment provides staff the information needed to implement appropriate instructional strategies and materials as well as assessment techniques.
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MONITORING CURRICULUM IMPLEMENTATION Riverside academy will be using Michigan Curriculum Framework (GLCE – Grade Level Content Expectations) to help align instruction with the curriculum. All teachers will receive a copy of the curriculum with the objectives for every subject. Teachers will develop lesson plans that will specifically target objectives. These lesson plans will be evaluated by the administrator to ensure that the curriculum is being implemented in the classroom. To ensure that the curriculum is being fully implemented in the classroom, the following steps will be taken: 1. All teachers receive a copy of the core curriculum. 2. Lesson plans are turned in and evaluated by the administrator to verify that objectives are being addressed. 3. Formal teacher evaluations are conducted by administrators to ensure that curriculum is implemented effectively. 4. Teachers hold weekly grade level meetings to plan lessons and thematic units. 5. Pre and post-tests are given to students to measure growth in the content areas. MONITORING OF THE SCHOOL IMPROVEMENT PLAN The School Improvement Plan will be monitored on a continuous basis by the School Improvement Team. This will include observation and review of evaluative data. Contingent on an “as needed basis,” the School Improvement Plan will be modified based on staff recommendations. We will implement a year-end Annual Educational Report of school progress, consistent with Public Act 25 requirements. This will be shared with the staff, parents and community. The monitoring and evaluating activities include the following: 1. Developing a monitoring schedule. 2. Clearly identifying staff that will monitor the progress indicators. 3. Developing a system for analysis and sharing of observation and progress data for making decisions. 4. Selecting data to report annual school progress to the school community as part of the school’s Annual Education Report. EVALUATION PROCESS The Riverside Academy Staff and School Improvement Team will annually evaluate the School Improvement plan to ensure that goals and objectives are being met. This evaluation will be based on the assessment of student performance on standardized test scores and the MEAP results. By examining the objectives taught and item analysis of student performance, we will have a clear picture of changes that need to occur to rectify any weaknesses of the previous year’s work. Parents are invited to attend and participate in the school improvement meetings. Teachers will send weekly newsletters and hold conferences to keep them aware of needed changes. Parents will often meet with small groups in grade level meetings to 96
give input. It is essential that every effort be made to improve communication with parents by involving them in the educational process. *STRATEGIES TO INCREASE PARENTAL INVOLVEMENT RELATIONS WITH PARENTS 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 legal 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. Riverside Academy encourages all parents to become active participants within our school community. We welcome and support them in all their endeavors. Our parent group, PTC (Parent Teacher Committee), conducts monthly meetings and elects their own officers. Our parents, with the guidance of the Parent Involvement Coordinator, discuss school related issues and encourage volunteers. Along with our monthly schedule, Riverside parents actively support their children in multiple ways. They participate in fundraisers, book fairs, and school assemblies. They join in on field trips and volunteer their time in their children’s classroom. Riverside Academy consists of different ethnic groups and races. Our parents willingly celebrate our diversity. Riverside Academy parental development plan encourages parents to take ownership in their school. They are invited to attend school improvement meeting where their input is valued. Parents are a key component in the education of the total child; therefore, they are essential to our program. CORRESPONDENCE Orientation: Parents will be provided with the Academy’s Parent Student Handbook. Introductory Letter: Each teacher will send an introductory letter home to the parents the first week of school. This letter will introduce the teacher and provide valuable information about classroom rules and procedures. It will also include a list of supplies that will be needed during the school year. Newsletter: The newsletter will be sent home monthly and will provide information such as student accomplishments, new programs being instituted, dates for upcoming events, and other information about school related activities. Notices: Notices are sent home periodically (whenever necessary) to inform parents about various topics. For example, prior to MEAP testing, a list of test-taking strategies is sent home. 97
Progress Reports: Progress Reports are sent home and must be signed by parents and returned to school. Individual Student Reports for standardized tests are sent home. Family/School Agreement: Compacts are sent home to be read and signed by parents and students. EVENTS Open House: Parents tour the school, visit classroom and meet teachers Field Trips: Parent volunteers accompany students and teachers as chaperones to various educational activities away from the school. Parent-Teacher Conferences: Parents conference with teachers about their student’s progress. This school year, Riverside Academy decided to hand out report cards to parents on the day of parent-teacher conferences. This strategy highly increased the percentage of parents attending conferences. Scholastic Book Fair: Parents are invited to review and purchase books and other items at the annual “Book Fair.” Guest Readers: Parent volunteers and community leaders read to students during National Reading Month (March). Science Fair: Parents are invited to tour the display of science projects completed by our students. Cultural Day: Students will explore different cultures from around the world, and parents will be invited to participate. Fire Awareness/Safety Month: Dearborn Firefighters are invited to demonstrate safety procedures. Math Game Night: Families are invited to come and play math games with the students. The School Improvement Team will evaluate the quality of parent involvement at the end of each school year. The team will look at attendance rates at parent/teacher conferences, collect a count of the number of parents volunteering at the school, and collect parent perception surveys each year. Data will be compared to the previous school year hoping to see improvement in all data collected. Parent Literacy Workshop: Teachers instruct parents on reading strategies for their child. These strategies can be implemented at home to help their child become successful. The Arabic staff is in attendance for parental translation. PARENT/STUDENT/TEACHER COMPACT We, the Riverside Academy staff, parents, and community guide each child in achieving his or her greatest potential by providing a diversity of experiences which integrates excellence in education with the child’s individual abilities and unique talents. We share the responsibility, in a safe and secure environment, for student acquisition of academic, creative, emotional, physical and social skills necessary for entering society as contributing members. We strive to enhance each child’s experience at Riverside Academy by continually assessing and evaluating out attainment of these goals as measured by descriptive outcomes.
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STUDENT-PARENT-TEACHER COMPACT 2008-2009 To accomplish our vision, students, parents, and teachers need to work together. We ask that you promise to do this by completing and signing the part of the agreement that belongs to you. Parent/Guardian, I want my child to succeed. Therefore I/we will: • • • • • • • • • • •
Strive each day to make my child’s education my number one priority. Promote an environment at home so my child understands that living in a group, whether it be a family or classroom, requires standards of behavior and cooperation, and that one must accept the consequences of one’s actions. Model respect by going to the teacher first about any concerns, trying to keep lines of communication open, and understanding that there are two sides to every issue. Listen to both sides of an issue before rendering a judgment. Follow up on any signs of social misconduct. Promote study/organizational skills by reading and signing nightly my child’s agenda. Strive to send a well-nourished, well rested, well loved child to school each day. Provide necessary school supplies each day. Set an example for my child by making learning a lifetime adventure. Show interest in my child’s education by asking questions, being involved, helping with homework, being aware of what goes on at school, supporting school activities, and monitoring home activities which may interfere with progress in school. Support the school’s discipline policy.
Parent’s signature: _____________________________Date: ______________________
As Professional Educators, I/We Will: • • • • •
Provide the school with a quality curriculum and research-based instructional practices that will allow them to become effective citizens. Provide open communication with parents, students, colleagues and community (agendas, note-books, newsletters, meetings, notices, etc, as appropriate). Provide a safe, positive, healthy, well-managed environment where all children are treated fairly with respect and compassion. Continue to be lifelong learners knowledgeable of current best practices in the field of education. Serve as role models.
Professional Educator’s Signature_______________________Date: ________________
As a Student, I will: • • • • • •
Attend school regularly. Treat all members of t he school community and their property with respect. Display positive behavior towards peers, staff, teachers, visitors, and administrators. Show that I am accomplishing desired goals through written work, class discussion, and class projects. Participate actively in my classroom, complete and return homework assignments, come prepared daily. Do my best work and keep trying even when the work is hard.
Student’s Signature: __________________________Date: __________________
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DEVELOPMENT AND UTILIZATION OF COMMUNITY RESOURCES AND VOLUNTEERS Riverside Academy will utilize community resources and volunteers to support learning in all core curriculum areas and character development. An opportunity for additional services will be provided to enhance the mental and physical well being of all the students. Some of the local agencies providing these services include the following:
Health Department and Vision Screening Mobile Dentists March Reading-Parent/Community Volunteers Volunteers for Student Career Development
Riverside Academy is working to forge a link with local organizations to obtain experts who would be willing to share their knowledge with students on various topics and issues. These individuals may volunteer to serve as guest speakers, mentors, tutors in the schools. The Parent Teacher Committee (PTC) operates in many aspects of school projects. This year they are involved in the annual Food Drive, Bake Sale, Frankenmuth Cookie Fundraiser, Book Fairs, Pennies for Patients with Leukemia, and Riverside Yearbook. Money generated from fundraisers will be used to purchase materials for the library. It should be noted that the generous on-going acts of Riverside teachers, who spend their own monies for materials in addition to what they are budgeted, as well as their persistent use of time after school and at home that makes Riverside Academy a great school. ADULT AND COMMUNITY EDUCATION, LIBRARIES AND COMMUNITY COLLEGES Riverside Academy will implement programs to improve the role of adult and community education, libraries, and community colleges in support of district activities. Some improvement ideas include:
Field Trips Offer of building services for adult learners Classes for parents and community members Bilingual services for parents and community members Library field trips and visits from local media specialist Network with Dearborn Libraries and Summer Reading Programs
OPPORTUNITIES FOR STRUCTURED ON THE JOB LEARNING Riverside Academy is dedicated to not only educating students in academics, but also preparing them for the world outside of school. Therefore, Riverside Academy will strive to make meaningful ties between academics and the real world. In the curriculum, ties are made between what the students are learning and how it relates to the real world. For example, in math class students are not only taught multiplication but how the concepts of multiplication apply to everyday living. Throughout the year, the school and its 100
teachers will be inviting different career professionals to visit and introduce different career paths.
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*PRESCHOOL TRANSITION STRATEGIES The Kindergarten Teacher serves as the transition coordinator for the Academy. The Advisory Council for Kindergarten Transition facilitates regular planning meetings. The Principal and Early Childhood Education Consultant are members of the advisory council along with a parent representative and a member of the community. The tasks of the advisory council include: •
The planning of transition activities;
•
Creation of a timeline;
•
The sharing of resources for parents with children entering kindergarten;
•
Assessment and evaluation of the transition plan with the use of parent and staff surveys;
•
Revisions to the transition plan to assure that activities are well planned and effectively evaluated, based on mutual trust and respect, and rely on reciprocal communication;
Kindergarten Transition activities for staff include: •
Maintaining positive and effective working relationships with staff of programs from which children will transition;
•
Scheduling a personal visit with the parents and new Kindergarten students;
•
Holding a Kindergarten Open House;
•
Making a photo album of the new staff the child will see at the their new school;
•
Working with parents to set goals for their students;
•
Assisting with the completion of necessary paperwork, such as birth certificate, social security card, immunization record;
•
Talking with parents about practicing new routines for bedtime, waking up, eating breakfast
Kindergarten Transition activities for parents include: •
Participation on Advisory Council transition committee;
•
Accompanying their children on kindergarten visits or open house;
•
Reading books about going to kindergarten;
• Attending a personal visit with their child and the Kindergarten Teacher
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*TEACHER PARTICIPATION IN MAKING ASSESSMENT DECISIONS Our teachers: •
Work toward developing classroom assessments in each content area, via district committees, and building grade level and staff meetings and professional development sessions
•
Participate in instructional dialogues three times annually to discuss student achievement results (local, state, and standardized) and derive implications for differentiating instruction.
•
Participate in MEAP, Terra Nova and Ed Performance Item analysis and curriculum alignment for ELA, Math, Science and Social Studies. BUILDING LEVEL DECISION MAKING
The principal and the School Improvement Committee will actively involve all the staff in the decision-making processes. The principal will continue to meet on a regular schedule with teachers from each grade level. The principal will also regularly meet with the School Improvement Committee to discuss items pertaining to the instructional program, school management, student assessment, student/staff safety, parental involvement, and program development across the grades. Teachers and other staff members will continue to participate in developing supplies, material lists, and budgets for each grade level. The staff will continually be encouraged to present their ideas and plans to the principal and School Improvement Committee. In order to develop the single mindedness that is essential for the effective planning necessary for a school today, the principal and School Improvement Committee will explore the possibility of having an annual retreat, which will emphasize team decision making and consensus. *TIMELY AND ADDITIONAL ASSISTANCE TO STUDENTS HAVING DIFFICULTY MASTERING THE STANDARDS We offer: •
Individualized placement for newcomers to the school, based on English Language Proficiency levels or other special needs.
•
Support to accelerate individual student’s progress including the ones within the bottom category of achievement as well as the top tier of achievement (use of resource teachers, paraprofessionals, extended day and year.)
•
Differentiation of instruction, grouping and re-grouping, and a leveled curriculum.
•
Child Study Team which may include teacher, social worker, and other support/resource staff.
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*COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL PROGRAMS AND RESOURCES We coordinate all of the funds and resources the school receives to fulfill the implementation needs of the School-wide Improvement Plan. RESOURCE INTEGRATION Grant
Services Provided
MSRP
Preschool Program
Headlee
Special Ed. (NA)
Grades Served
Total Amount of Funding 2007-08
Pre-K
$550,800
Special Ed
Contracted Services for Special Ed. Students
K-12
Safe and Drug Free Schools
Violence and Drug Prevention Programs
K-12
$11,716
31A
Summer School Program and Paraprofessionals
K-12
$519,189
After School Programs
K-12
$729,240
Title I
Supplemental Reading Programs Reading Specialist Paraprofessionals Title II A
Professional Development
K-12
$53,708
Title II D
Computer Software Programs for Differentiated Instruction
K-12
$6,854
Title III
Staff, programs and services for English Language Learners
K-12
$37,553
Title V
Computer Software for assessment data and Differentiated Instruction
K-12
$5,590
Staff, programs and services for ESL/ELL students
K-12
Estimated
Section 41A
Total
$17,781 K-12
TECHNOLOGY DEVELOPMENT PLAN
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$469,185
The staff at Riverside Academy will provide an environment in which staff, students and community are able to effectively use technology with confidence and competence. There are at least two student stations and one teacher station in each classroom. The Elementary school has a full computer lab, and the middle/high school has two labs where teachers can teach whole class lessons integrating technology, technology classes are taught, and online assessments can be given. Riverside Academy will continue to update its technology plan to accommodate the needs of the students and staff. Computers have been added to every classroom. Integrating technology into the classroom will: • • • • •
Support and enhance the curriculum Link the classroom with educational resources within the community and world-wide (United Streaming) Encourage the use of multimedia tools, enabling students to become active learners Create a collaborative environment for project-orientated activities Support Next K-12 (attendance and grade recording software)
Teachers will be trained to integrate technology into the curriculum by: • • • •
Internet usage Lesson Plan development Scantron Testing K to the 8th Power Curriculum
Students will become technologically literate learners by: • • •
Increased knowledge of the operations of the computer Using technology to complete assignments independently and cooperatively Receiving instructions utilizing the internet to accomplish research projects REQUIRED STAKEHOLDERS
The community of interest in the Riverside Academy is broad and in order to move effectively toward unified interests of all the affected members must be included in the creation, reviewing and implementation of the School Improvement Plan. Our stakeholders include that parents, teachers, school board members, authorizers, and administrators of Riverside Academy. We anticipate future inclusion of students in these processes as we develop a high school student body. Our school improvement committee includes representatives from all stakeholder groups to ensure that their interests are included at the organization level as well as in the review of documents. The input of all stakeholders is necessary for successful implementation. When there is collaboration between all stakeholders and deep connections are made, we can ensure that student mastery of the standards and benchmarks of the core curriculum are the objectives in our school improvement plan.
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The staff and administration along with the school improvement plan committee will monitor the plan. School Board members and authorizers may provide oversight. Parents are invited to attend and participate in the school improvement meetings. Teachers will maintain open routes of communication with parents in writing, by phone and by conferences to get ongoing parental input. The disaggregated results of current standardized assessments will be used to review and refocus the School Improvement Plan for needed adjustments. Parents will often meet with small groups in grade level meetings to give input. The current plan will be constantly reviewed for needed adjustments. APPENDIX A Riverside Academy Parent Evaluation Read each statement and tell what you honestly think by placing a check mark in the appropriate box
Teacher
Agree
Teachers have high morale and feel positively about working at Riverside Academy Teachers have adequate support and materials to deal with my child's individual learning needs. Teachers feel valued and appreciated for their efforts
Undecided
Disagree
86%
14%
0%
80%
20%
0%
84%
16%
0%
Additional comments: Teacher Student Relationships Teacher(s) respect my child.
94%
6%
0%
Teachers set high but attainable goals for my child.
90%
10%
0%
My child's teacher(s) are willing to take the time and help him/her before/after school. My child's teacher(s) are good role models.
90%
10%
0%
93%
7%
0%
My child's teacher shows concern about my child's well-being.
96%
4%
0%
My child is encouraged to do quality work.
90%
8%
2%
83%
13%
4%
My child is taught the necessary basic skills in their subjects.
92%
8%
0%
The school provides learning activities to help my child with individual needs and interest. The school gives parents news about their child's accomplishments.
85%
13%
2%
91%
8%
1%
88%
9%
3%
91%
9%
1%
Additional comments: Administration Expectations are communicated to faculty, staff, students and parents in a timely fashion. Additional comments: Riverside Academy
I am kept informed on how well my child is doing in school or of any problems he/she may be having. Overall, I feel very positive about having my child(ren) at Riverside Academy. Additional comments: Career Awareness for Students My child knows what career he/she wants to go into.
62 %
30%
8%
My student knows what classes to take in order to achieve career goal.
63%
30%
7%
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Additional comments: Security and Management I feel my child is safe within Riverside Academy.
94%
5%
1%
The school is kept clean.
93%
5%
2%
The school is in good repair.
89%
10%
1%
The school grounds are neat and attractive.
91%
7%
2%
I attend school meetings/activities.
72%
21%
7%
I help in the classroom or at school activities.
52%
36%
19%
Additional comments: Parent and Community-School Relationships
Additional comments: Student Activities My child takes part in school activities.
86%
12%
2%
My child uses the tutoring opportunities.
83%
12%
5%
APPENDIX B Riverside Academy Teacher Evaluation Read each statement and tell what you honestly think by placing a check mark in the appropriate box
Agree
Teacher Teachers work together as a team and have positive relationship Teachers have high morale and feel positively about working at Riverside Academy Teachers have adequate support and materials to deal with individual learning needs of students. New teachers receive adequate orientation, support and mentoring
Undecided
Disagree
77%
14%
9%
43%
43%
14%
34%
34%
31%
43%
37%
20%
Teachers feel valued and appreciated for their efforts
31%
31%
37%
Teachers are empowered in policy and decision-making Teachers have adequate support in dealing with students who present challenging behaviors
43%
40%
17%
34%
40%
26%
I respect my students.
100%
0%
0%
I treat my students as individuals.
100%
0%
0%
80%
9%
11%
100%
0%
0%
Additional comments: Teacher Student Relationships
I am willing to help students before or after school. I am a good role model for my students. I help students to solve personal problems
100%
0%
0%
I encourage my students to do quality work.
100%
0%
0%
Administration Expectations are communicated to faculty, staff, students and parents in a timely fashion.
49%
29%
23%
Communication between faculty and administration is frequent and effective
49%
37%
14%
Additional comments:
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Administration completes fair and meaningful evaluations of each employee
66%
14%
20%
Classroom learning expectations are high, appropriate and achievable
77%
17%
8%
The school curriculum is appropriate to our student population
60%
23%
17%
Disruptions to classroom learning and routines are kept to a minimum
57%
14%
29%
We encourage students to think about their future.
86%
9%
8%
We help students plan for future classes/jobs.
66%
11%
23%
Additional comments: Riverside Academy
Additional comments: Career Awareness for Students
Additional comments: Security and Management I feel the students and the staff are safe within Riverside Academy.
83%
11%
8%
The school is kept clean.
60%
54%
11%
The school is in good repair.
57%
29%
14%
The school grounds are neat and attractive.
74%
17%
9%
Parents attend school meetings/activities.
49%
23%
29%
Parents help in the classroom or at school activities.
43%
26%
31%
I incorporate community resources within my classroom activities.***
49%
34%
17%
Additional comments: Parent and Community-School Relationships
Additional comments: Student Activities My students are able to take part in school activities.
89%
9%
8%
My students use tutoring opportunities.
69%
11%
17%
APPENDIX C Riverside Academy Student Evaluation Read each statement and tell what you honestly think by placing a check mark in the appropriate box
Agree
Undecided
Disagree
Student Teachers work together as a team and have positive relationship Teachers have high morale and feel positively about working at Riverside Academy Teachers have adequate support and materials to deal with individual learning needs of students.
90%
7%
3%
63%
32%
5%
82%
13%
5%
I deserve the grades I get. I have enough support in learning the English language to succeed in my classes.
79%
13%
7%
80%
11%
8%
I am disciplined in a fair and consistent manner.
70%
17%
12%
I feel I can get help from my teacher when I need it.
87%
8%
6%
Overall, I feel positive about attending Riverside Academy.
75%
14%
11%
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Additional comments: Teacher Student Relationships Teachers and students respect and trust each other.
91%
7%
2%
I feel I am taught as an individual.
90%
5%
5%
I attend before or after school tutoring.
90%
2%
8%
My teachers are good role models.
79%
19%
1%
Teachers care about my well-being.
90%
6%
4%
I am encouraged to do quality work.
86%
14%
1%
Classroom learning expectations are high, appropriate and achievable
86%
11%
3%
The school curriculum is appropriate to our student population
74%
18%
8%
Disruptions to classroom learning and routines are kept to a minimum
35%
14%
51%
63%
21%
17%
33%
52%
15%
I feel safe within Riverside Academy.
66%
19%
15%
The school is kept clean.
59%
15%
26%
The school is in good repair.
61%
15%
23%
The school grounds are neat and attractive.
60%
11%
29%
My parents attend school meetings/activities.
63%
19%
17%
My parents help in the classroom or at school activities.
41%
26%
33%
I am aware of community resources used within my classroom.
68%
28%
4%
81%
8%
11%
Additional comments: Riverside Academy
Additional comments: Career Awareness for Students The staff at Riverside Academy encourage me to think about my future plans. The staff at Riverside Academy guides me in planning my future job/classes. Additional comments: Security and Management
Additional comments: Parent and Community-School Relationships
Additional comments: Student Activities I am able to take part in school activities.
109
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