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1 Flint Community Schools School Improvement Grant II Flint Northwestern High School February 25, 2011

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Page 1: Attachment III - SOM - State of Michigan · Web viewDevelops teacher and leader effectiveness, implements comprehensive instructional programs using student achievement data, provides

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Flint Community Schools

School Improvement Grant II

Flint Northwestern High School

February 25, 2011

Linda Thompson, SuperintendentFlint Community Schools

Harold Woodson, PresidentFlint Board of Education

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Attachment III

SIG GRANT--LEA Application

APPLICATION COVER SHEET

SCHOOL IMPROVEMENT GRANTS (SIG)

Legal Name of Applicant:

School District city of Flint Northwestern High School

Applicant’s Mailing Address:

923 E. Kearsley StreetFlint, MI 48503

LEA Contact for the School Improvement Grant

Name: Linda C. Thompson

Position and Office: Superintendent Office of Superintendent

Contact’s Mailing Address: 923 E. Kearsley Street – Flint, MI 48503

Telephone: (810) 760-1249

Fax: (810) 760-7450

Email address: [email protected] School Superintendent/Director (Printed Name): Linda C. Thompson

Telephone: (810) 760-1249

Signature of the LEA School Superintendent/Director:

X_______________________________

Date:

February 25, 2011

LEA School LEA Board President (Printed Name): Harold Woodson

Telephone: (810) 760-7491

Signature of the LEA Board President:

X_______________________________

Date:

February 25, 2011

Building Principal (Printed Name):Fred White

Telephone:(810) 760-1780

Signature of the Building Principal:

X_______________________________

Date:

February 24, 2011

The LEA, through its authorized representative, agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State receives through this application.

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GRANT SUMMARY

District Name: School District City of Flint ISD/RESA Name: Genesee Intermediate School District

District Code: 25010ISD Code: 25000

FY 2010School Improvement Grant – Section 1003(g)

District Proposal Abstract

For each of the models listed below, indicate the number of Schools within the District/LEA that will implement one of the four models: attach the full listing using

form below in Section A , Schools to be Served, and the criteria for selection as attachments to this grant.

Close/Consolidate Model: Closing the school and enrolling the students who attended the school in other, higher-performing schools in the district.Transformation Model: Develops teacher and leader effectiveness, implements comprehensive instructional programs using student achievement data, provides extended learning time and creates community-oriented schools. Turnaround Model: Replace principal and at least 50% of the staff, adopt new governance, and implement a new or revised instructional model. This model should incorporate interventions that take into account the recruitment, placement and development of staff to ensure they meet student needs; schedules that increase time for both students and staff; and appropriate social-emotional and community-oriented services/supports.Restart Model: Close the school and restart it under the management of a charter school operator, a charter management organization (CMO) or an educational management organization (EMO). A restart school must admit, within the grades it serves, any former student who wishes to attend.

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X

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LEA Application Requirements

A. SCHOOLS TO BE SERVED: An LEA must include the following information with respect to the schools it will serve with a School Improvement Grant.

From the list of eligible schools (Attachment I), an LEA must identify each Tier I, Tier II, and Tier III school the LEA commits to serve and identify the model that the LEA will use in each Tier I and Tier II school.

Detailed descriptions of the requirements for each intervention are in Attachment II.

SCHOOL NAME

NCES ID # TIER I

TIER II

TIER III

INTERVENTION (TIER I AND II ONLY)turnaround restart closure transformation

Northwestern 261452005114 X

Note: An LEA that has nine or more Tier I and Tier II schools may not implement the transformation model in

more than 50 percent of those schools.

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B. DESCRIPTIVE INFORMATION: An LEA must include the following information in its application for a School Improvement Grant. LEA’s are encouraged to refer to their Comprehensive Needs Assessment (CNA) and District Improvement Plan (DIP) to complete the following:

Provide a narrative description following each of the numbered items below for each school the LEA plans to serve with School Improvement Grant funds.

For each Tier I and Tier II school that the LEA commits to serve, the LEA must:

1. Describe the process the LEA used to analyze the needs of the school and how the intervention was selected for each school. The LEA must analyze the needs of each Tier I, II or III school using complete and consistent data. (The school building plan provides a possible model for that analysis. Do not attach a copy of the district or building CAN.)

The four foci of the District’s school improvement plan are:

Optimizing Professional Learning Communities Effective Use of Data/Analysis Maximizing Parent Involvement Expanding Learning Opportunities

In every instance, these elements will serve as the driving force to isolate needs, propose research-based solutions, encourage cooperation of our community and serve as assessment mechanisms to gauge our successes for all students in the District. District leadership, Superintendent Thompson and her Board of Education (refer to appended Resolution and Board Minutes dated November 3, 2010 ) are in concurrence that these elements are at the heart of our Transformation Model and what would ostensibly most contribute to dramatic teacher instruction and academic achievement. Moreover, these four foci will be imbedded in every planned strategy and outcome throughout this document.

This application directly also addresses the four specific criteria for selecting the Transformation Model as part of the detailed school improvement plan. All Transformation elements and implementation efforts will undergo continuous quality improvement measurements to ensure that concept becomes reality. “Quality checks” (status updates) will transpire at every regularly scheduled building school improvement and staff meeting, as well as SIP briefings at weekly Cabinet meetings, Flint Board of Education and teacher-parent conferences. Student organizations, i.e., Council, Senate, will also become part of the information-sharing and reflection equation for school improvement input. Media releases, newsletters and postings on FCS’s website will also carry the message of SIP progress in “Raising the Rigor”.

Both Tier II PLA Flint high schools undergoing school reform design are located within 3.4 miles of each other; while certainly having some singular demographic differences, each displays more operational similarities in terms of academic deficiencies and school improvement needs. The following school reform design represents a holistic plan which that creates capacity-building for longer-term sustainability. Most of all, it is visionary in which there is greater achievement for all students to perform and excel.

Making sound choices require planning for change and selecting/implementing a comprehensive approach to school reform that addresses the needs and ultimate capacity of the high school. The choice of the Transformation Model for both Flint Northern and Northwestern High Schools culminates from:

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Critical analysis of state/local source academic and non-academic data, i.e., student achievement, attendance and behavior

Comparative 3-year MME data Cabinet-level discussions among the Superintendent, Executive Directors of Secondary Education, Curriculum and

Instruction, Community Education & Relations, Human Resources and Business Affairs Constructive dialog among executive leadership (led by Mrs. Thompson) and United Teachers of Flint and Congress

of School Administrators leadership

2. Describe how the LEA has the capacity to use school improvement funds to provide adequate resources and related support to each Tier I and Tier II school identified in the LEA’s application in order to implement, fully and effectively, the required activities of the school intervention model it has selected.

Less than 10 years ago, FCS allocated educational and student support services with access to a total/general fund budget in excess of $250 million dollars, with another $50 million in special external discretionary/competitive grants supporting academic innovation/experimentation. Due to declining property tax revenues, declining population base/outward mobility, a cataclysmic decline in the automotive/support industries tanking the area’s employment potential -- exacerbated by a sour national economy -- those figures are now $118 million General Fund and $45 million federal sources. However, during the decline of school resources in this decade, the District has incrementally addressed school building closures, staff realignment/layoffs, reassessment/prioritization of academic offerings and has learned to provide its constituency with a quality education with less revenue, envied by most similarly-sized districts in the state.

The District currently manages state and federal dollars originating from:

General Funds (State School Aid/Membership Allowance) Title I-A TitleI School-Wide Title I-C Title I-School Improvement Title II-A Special Education GEAR UP (Partnership with CMU) 21st Century 31A Career Technical Education

For decades, FCS has served as fiduciary agent for national, state, Genesee County (Mott Middle College, Genesee Early College) and District discretionary/competitive education, health safety grants. Should the District be awarded a grant in Round 2 of SIG, its historical record of accomplishments most unequivocally qualifies it to implement SIP internally, and a SIG grant with integrity.

Note: If the LEA is not applying to serve each Tier I school, explain why it

lacks capacity to serve each Tier I school. Not Applicable

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3. For each Tier I and II school in this application, the LEA must describe actions taken, or those that will be taken, to:

a. Design and implement interventions consistent with the final requirements

Intervention Design and Implementation:

Replace the principal Include student data in teacher/leader evaluation Provide on-going job embedded staff development Implement financial incentives or career growth or flexible work conditions Institute system for measuring changes in instructional practices that result from professional development Conduct reviews to ensure that curriculum is implemented with fidelity and is impacting student achievement Implement a school-wide RIT Model Summer transition programs or freshman academics Increase graduation rates through credit recovery, smaller learning communities, and other strategies Establish early warning systems to identify students who may be at risk of failure Provide increased learning time Provide ongoing mechanisms for family and community engagement

b. Select external providers from the state’s list of preferred providers

Selection of External Providers:

Staying the course is the key to improving student achievement. Central Office administrators wholeheartedly support the building school improvement plan and its alignment with the District’s and State’s plans. Flint’s data-driven focus translates into personal accountability for all teachers and leaders. Staff rely heavily on PD to connect content and pedagogy with individual teachers or groups of teachers.

Genesee ISD: Process Mentor services, a team approach, provide a Leadership Coach, who guides and advises the Principal’s leadership team and a Process Mentoring Facilitator, who assists classroom teachers to improve instruction as one aspect of school improvement. Macomb ISD: Conduct Lenses on Learning mathematics and school leadership training using observation, supervision and inquiry for high school administrators, mathematics/special education teachers and counselors College Board: Conduct workshops to build successful AP programs, train/certify more high school AP teachers in core content areas and train staff in data analysis MAISA: ELA/Math data specialist will lead and guide the data support team. Comparative item analysis, formative, assessment, tools and strategies will support a cultural of quality data analysis.

In their roles as external providers, these organizations will supply NWHS with the necessary tools to focus on student learning. The Process Mentor Team approach will engage all teachers and school leaders in a collaborative and collegial forum where communication is deliberate and ongoing. Increased AP offerings are part of the District’s strategic plan.

c. Align other resources with the interventions

Alignment of Other Resources:

Access to the expertise of FCS’ three External Providers will complement the internal capacity of the Department of

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Curriculum and Instruction, which provides proficiency and opportunity to mutually develop formative assessments with the Office of Research, Evaluation and Testing. The Data Support Team provides capacity to develop specific assessments to focus on specific skills identified for assessment and to correct deficiencies/aberrations in test instruments and measurements throughout the school year.

Accessing all funding sources to the fullest, plus anticipated subsequent grant support from SIG II will enable the School Improvement, Professional Development and Process Mentoring Teams to prioritize their plans to achieve the greatest results for all students. Based on their recommendations, Central Office leadership will then affirm concrete project objectives to improve teacher effectiveness and improve student performance.

d. Modify its practices or policies, if necessary, to enable its schools to implement the interventions fully and effectively.

Modification of Practices and Policies:

The District’s current policies, practices and contracts provide for provisions that allow for changes utilizing the waiver (see appended addendum) process and monthly joint labor-management meetings with the United Teachers of Flint and Congress of School Administrators. Contract language changes and flexible scheduling are determined through shared decision-making among the principals involved. Following dialogue among Superintendent Thompson, Human Resources and the two unions, addenda will be developed and approved to resolve needed practices/language changes, [It is anticipated that once final consensus is reached by all parties, that some SIP interventions will eventually require addenda or formal MOUs].A pledge to support the reform effort has been proffered by union leadership. The District is also committed to negotiated changes necessary to implement changes in practice.

e. Sustain the reforms after the funding period ends.

Sustainability:

The financial, human services (instructional/staff) and materials budgets of Flint Community Schools are sufficient to support Transformation Model interventions and activities delineated in this application. Existing expenditures do, and any anticipated from a Round 2 SIG award will, adhere to OMB Circulars by being reasonable, allowable and allocable.

Most importantly, District-wide staff buy-in to school reform in total is the best guarantee of success and sustainability. Support of, and commitment to, the over-arching goal of professional learning communities is the primary vehicle for change leading to increased student achievement sought by FCS.

If FCS were to receive funding under through Round 2 of SIG, full implementation would commence after July 1, 2011 for the 2010-11 SY.

4. Include a timeline delineating the steps to be taken to implement the selected intervention in each Tier I and Tier II school identified in the LEA’s application.

It is Northwestern High School’s expectation that beyond the grant period the Northern staff will have built capacity to sustain school improvement initiatives. Our indicators for success will be exemplary teaching and learning, improved teacher effectiveness and improved student achievement.

See following timeline and action steps:

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Northwestern High School Expanding Learning Opportunities

Action Step – Expanded Learning Opportunities

Person Responsible

Start Date

End Date

Success Metric

Apply for waivers to address Master Schedule – Contract changes: extended class day (0 hour , 7th and/or 8th hour)

Administration NWHS UTFFCS

01/2011 06/2014

N/A

7th hour classes to allow students to continue academic studies through use of an extended learning day.

Administration NWHSCertified HQ Teacher

01/2011 06/2014

Students will improve grades from one marking period to the next. Lower retention rate. Increase the number of passing scores on end of course exam by 20%

After School Tutoring by certified HQ Teachers – will allow students to gain needed assistance with core teachers through use of an extended learning day.

Administration NWHSCertified HQ Teacher

01/2011 06/2014

Students will improve grades from one marking period to the next. Lower retention rate. Increase the number of passing scores on end of course exam by 20%

Freshman Academy Summer enrichment program G2G9 (Going to Grade 9). Intensive preparation enrichment program for at risk students entering 9th grade to assist with transitioning to high school from middle school.

Administration NWHSCertified HQ TeachersParent FacilitatorSafety AdvocatesGroup leadersFood prep staffSupport Staff

06/2014 08/2011

Incoming freshmen will have a better understanding of what is expected of them when they transition from middle school to high school. Lower retention rate. Higher graduation rate

0 hour or 8th hour and Saturday hours’ option for all students to focus on improving academic achievement in the core content areas.

Administration NWHSCertified HQ TeachersCounselors

09/2011 06/2014

Lower retention rate Higher graduation rate Flexible scheduling which will

cut down on absenteeism/tardiness due to family issues Credit recovery for students Increase the number of passing scores on end of course exam by 20%

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Northwestern High School Expanded Learning Opportunities Continued

Action Step Person Responsible

Start Date

End Date Success Metric

Online Learning Opportunities through GenNet and Florida Virtual Learning

Certified HQ TeachersSupport Staff

01/2011 06/2014 Students learning computer labs for extended credit opportunities Lower retention rate Higher graduation rate

Smaller Freshmen classroom sizes : maximum size 20 – 25 students; 75% need to graduation within 4 years; research shows that smaller class sizes have a positive effect on students passing standardized tests and remaining in high school until graduation and continuing on to college

Administration NWHSCounselorsCertified HQ Teachers

09/2011 06/2014 Students will improve grades from one marking period to the next. Lower retention rate. Increase the number of passing scores on end of course exam by 20% Increased number of college applicants

Professional Development: Become a “sister” school to a school with similar demographics that has made AYP. Use sister school’s expertise to turn NWHS from a low performing school to an AYP school.

SILT TeamPD ChairAdministration NWHSAdministration FCSStaff NWHS

01/2011 06/2014 Teachers will learn proven techniques that will improve instruction across the curriculum Student grades will improve More students will pass MME and NWHS will make AYP

Professional Development: Late start once a week allows staff to engage in professional development and evaluate how well instructional and non-instructional strategies are working on a weekly basis. PLC meetings by departments and opportunities to engage parents earlier in the day.

Administration NWSHPD ChairStaff NWHS

09/2011 06/2014 Students will improve grades from one marking period to the next Lower retention rate Higher graduation rate Staff will have student achievement data on a weekly basis and will be able to adjust strategies if need

Professional Development: In planning stages: technology focused; differentiated instruction; workshop style teaching; motivation (for both staff and students); gang activity/bullying; blackboard/online teaching and training

Administration NWHSPD ChairStaff NWHSPolice Liaison Officer

03/2011 06/2014 Increased awareness by staff and stakeholders Continuous improvement of school climate and interpersonal relationships

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Northwestern High School Expanded Learning Opportunities Continued

Action Step Person Responsible Start Date

End Date Success Metric

Professional Development: On-going

BBC (Blackboard Configuration)

School Improvement Co-Teaching / New

Special Education Rules Culture and Climate School Safety TestWiz Teachscape

Administration NWSHPD ChairStaff NWHS

02/201003/201005/201011/201003/2011

06/2014 Increase collaboration between staff and stakeholders Increase staff and stakeholder awareness in Federal laws regarding Special Education students Continuous improvement of school climate and interpersonal relationships

Cabin Time – advisor/advisee structured setting with working teams (teacher and counselor) which utilizes positive behavior support to engage students in addressing issues of social interaction, leadership, positive relationships, changing the culture, making appropriate school day/lifetime defining decision(stay in school, do the right thing) request for help

Administration NWHSStaff NWHSCounselors NWHS

09/2011 06/2014 Lower retention rate Higher graduation rate Less suspensions/expulsions

Positive Behavior Support (“PBS”) is utilized to defuse incidents / reduce suspensions, instill positive motivation, create a positive building/learning environment, impart expectations (classroom, lunchroom, in the workplace, out of school)

Administration NWHSStaff NWHSCounselors NWHSBehavior Specialists

01/2011 06/2014 Lower retention rate Higher graduation rate Less referrals Less suspensions/expulsions

Sustained Silent Reading (“SSR”) constitutes a short building-wide creative period of time (20 minutes) whereby adults and students will read a book of their liking.

Administration NWHSStaff NWHS

09/2010 06/2014 Increase reading ability Increase reading scores Increase students love of reading

Incentives for students who score 20 or above on the ACT and earn a 1 or a 2 on the MME or who show significant growth from one semester to the next

Administration NWHSStaff NWHS

09/2010 06/2014 Increased scores on ACT/MME Improved results in classroom Lower retention rate Higher graduation rate

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Northwestern High School Expanded Learning Opportunities Continued

Action Step Person Responsible Start Date

End Date

Success Metric

Financial Incentives for NWHS Teachers: Implement financial incentives for career growth by paying for National Board Teacher Certification or Advanced Placement Teacher Certification

FCS AdministrationFCS Board of EducationUTFAdministration NWSHStaff NWHS

09/2011 06/2014 Increase collaboration between staff and stakeholders Continuous improvement of school climate and interpersonal relationships Increased scores on ACT/MME Improved results in classroom Lower retention rate Higher graduation rate

Additional Financial Incentives for NWHS Teachers based on:

Improved Math/Science student achievement

Improved ELA/Social Studies student achievement

Improved ACT/MME student scores

FCS AdministrationFCS Board of EducationUTFAdministration NWSHStaff NWHS

09/2011 06/2014 Increased awareness by staff and stakeholders Continuous improvement of school climate and interpersonal

relationships More ownership interest by teachers in how well students do in classrooms and on standardized tests

Financial Incentives to Students for:

Improved academic performance for transition to post secondary

Increases in MME levels Improved attendance Academic achievements

in the four content areas

FCS AdministrationFCS Board of EducationUTFAdministration NWSHStaff NWHSStudents NWHS

09/2011 06/2014 Increased ownership of students work in the classroom and on the MME/ACT test Increased scores on ACT/MME Improved results in classroom Lower retention rate Higher graduation rate

Professional Development Training:

Development of Learning Communities-GISD

College Board Workshops for ELA/Math

Lenses on Learning Reading Apprentice

Workshop-Macomb ISD School Improvement

Workshops – GISD

FCS AdministrationFCS Board of EducationUTFAdministration NWSHStaff NWHS

09/2011 06/2014 Increase collaboration between staff and stakeholders Increased scores on ACT/MME Improved results in classroom Lower retention rate Higher graduation rate

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Northwestern High School Expanded Learning Opportunities Continued

Action Step Person Responsible Start Date End Date Success Metric

Programs to Expand Learning Opportunities for students:

EPIC License Read 180

NWHS AdministrationStaff NWHSStudents NWHS

09/2011 06/2014 Increase collaboration between staff and stakeholders Increased scores on ACT/MME Improved results in classroom Lower retention rate Higher graduation rate Students take ownership of their efforts

F.R.E.S.H. Program; Freshman Retention and Education Support System Help

Career Readiness Advisor, 9th Grade Students

09/2011 6/2014 • Increase graduation rate. Increase students’ academic Achievement and personal growth

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Northwestern High School Professional Learning Communities

Action Step Person Responsible

Start Date

End Date Success Metric

Communicate SIP & Reform Plan to Stakeholders: Hold meetings with School-wide departmental and parent Professional Learning Communities to distribute copies of SIP & SIG , clarify goals and explain reform initiatives

Administration NWHSPLC ChairpersonSI ChairPD ChairSILT

01/2011 06/2014 Stakeholders and staff will take a more active role in School Improvement

Authentic evaluations; Classroom Walkthroughs; Reflective conversations; share strategies that work; time for teams of teachers to meet; support staff training.

Administration NWHSPLC ChairpersonSI ChairPD ChairSILT

01/2011 06/2014 CWT data will improve teaching and learning Increased standardized test scores

Increased learning time: Rework school schedule for late starts – increased PD time and data analysis time

Administration NWHSUTFFCS

09/2011 06/2014 Staff will be able to address student improvement or lack of same on a weekly basis and differentiate their instruction as necessary

Departmental PLC will meet to address:

Effective use of data transition/SIP merge

Increasing Learning time Transition /SIP merge

Creating Effective PLCs Transition /SIP merge

Administration NWHSPLC ChairpersonSI ChairPD ChairSILT

01/2011 06/2014 Stakeholders and staff will take a more active role in School Improvement

Monthly Full Staff PLC: SILT Team will meet to develop protocol to merge Transformation and SIP Documents. Strategies will be aligned with the four focus areas of the SIG grant. Protocol will be used during full staff PD each month , i.e., Effective Use of Data; Expanding Learning Time; Increasing Parental Involvement; Creating Effective Professional Learning Communities.

Administration NWHSPLC ChairpersonSI ChairPD ChairSILT

01/2011 06/2014 Staff will be able to review and monitor progress Analyze and discuss both formative and summative assessments Monitor progress of reform efforts

Department celebrations – all teachers and administrators: Staff of the Month; Student of the Month

Administration NWHSStaff NWHSNWHS students

01/2011 06/2014 Outstanding staff member (as recognized by administration) and outstanding student (as recognized by staff will be recognized

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Northwestern High School Professional Learning Communities Continued

Action Step Person Responsible Start Date

End Date Success Metric

Process Mentoring PLC: In collaboration with Dr. Pastor, High Priority School Project Director and Process Mentor, the PLC meets to custom design and implement all components of the Transformation Model. Continuous process monitoring of SIP implementation and assessing any additional support or professional development needed

Administration NWHSPLC ChairpersonSI ChairPD ChairSILT

02/2011 06/2014 Staff will be able to review and monitor progress Analyze and discuss both formative and summative assessments Monitor progress of reform efforts

Monthly Departmental PLC: Departmental PLC will meet to address:

Effective use of data transition/SIP merge

Increasing learning time transition/ SIP merge

Increasing parental involvement/SIP merge

Creating effective PLCs/SIP merge

Administration NWHSPLC ChairpersonSI ChairPD ChairSILT

01/2011 06/2014 Staff will be able to review and monitor progress Analyze and discuss both formative and summative assessments Monitor progress of reform efforts

Michigan Principals Fellowship: School teams, teachers and administrators, GISD Leadership Coach attends fellowship to work on school improvement initiatives and collaborate with school districts around the State in this effort.

NWHS SILT Team 01/2011 04/2011 SILT Team will be able to share with NWHS Staff strategies learned at the Fellowship which will improve student learning leading to increased MME scores and AYP

Monthly District ELA & Math Institutes: District Professional Development aimed to provide staff support in implementing units of study. Will assist in using student work to inform instruction.

NWHS English TeachersNWHS Math TeachersNWHS LSS teachers assigned to Math and English

01/2011 06/2014 Increased ACT/MME scores Improved District-wide testing scores

Data Institute: Data Coach will facilitate institute to build capacity amongst the Community members to collect, analyze and use data to inform instruction. (2 institutes; one in June and one in August).

NWHS AdministrationNWHS Data CoachSILT TeamPD ChairSI Chair

06/2014 08/2011 SILT Team will be able to share with NWHS Staff strategies learned at the Fellowship which will improve student learning leading to increased MME scores and AYP Increased ACT/MME scores Improved District-wide testing scores

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Northwestern High School Professional Learning Communities Continued

Action Step Person Responsible Start Date End Date Success Metric

Professional Learning Community Book Studies: To improve student learning in the classroom:

Breaking Ranks – Strategies for Leading High School Reform

Marzano – Classroom Strategies that Work

Differentiated Instruction

School Leadership that Works

Building Academic Vocabulary

DVD – a Six-Step Process for Teaching Vocabulary

Differentiating Instruction in Mixed Ability Classrooms

Focus Differentiating and the

Brain The Skillful Teacher Seven Strategies of

Assessment for Learning

Administration NWHSPLC ChairpersonSI ChairPD ChairSILTNWHS Staff

01/2011 06/2014 Stakeholders and staff will take a more active role in School Improvement Improved classroom skills by all teachers Lower retention rates Higher graduation rates

Professional Learning Community : After hours or Saturday meetings based upon ongoing need assessment: Topics will include:

Teacher collaboration Planning and

engagement in professional development

Differentiated Instruction

High Yield Strategies Technology Integration Positive Behavior

Support (“PBS”)

Administration NWHSPLC ChairpersonSI ChairPD ChairSILTNWHS Staff

01/2011 06/2014 Stakeholders and staff will take a more active role in School Improvement Improved classroom skills by all teachers Lower retention rates Higher graduation rates

Northwestern High School Maximizing Parent Involvement

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Action Step Person Responsible Start Date

End Date

Success Metric

Parent meetings: utilize strategies that will increase and improve student-parent school relationships

Administration NWHSParent Facilitator

09/2010 06/2014 Increase parent participation by 30%

Parent Facilitator Training: Learning additional strategies for working with parents regarding school improvement

Administration NWHSParent Facilitator

09/2010 06/2014 Implementing successful strategies with the parent group. Increase parent participation by 30%

Parent Teacher Conferences and Report Card Pick Up: Parents will have an opportunity to meet with teachers and discuss their child’s achievements in the classroom

Administration NWHSParent Facilitator

09/2010 06/2014 Increased parent participation at conferences by 30%

Father’s Day Workshop: Work with fathers and male guardians, as well as male students who are already fathers, to increase the number involved in students’ education.

Administration NWHSParent FacilitatorParentsCommunity Members

05/2011 06/2014 Increased positive male presence in students’ educational process

Parent Web: inform all parents how to access their students’ data via the internet

Parent Facilitator 09/2010 06/2014 Increase parent participation by 30%

Parent Workshops: Help parents increase their skills regarding Math and English in order to help their child improve their academic achievement and increase parent/student confidence in the school and school work.

Parent FacilitatorNewberry/Caldecott AuthorsData TeamSILT NWHS Staff

09/2011 06/2014 Increase parent participation by 30% Show a marked increase in student achievement in the classroom and on standardized tests.

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Northwestern High School Effective Use of Data/Analysis

Action Step Person Responsible Start Date

End Date Success Metric –Applies to all Action Steps

Data Analysis: Data Team (20 teachers) will meet with data coach to analyze, collect and discuss both formative and summative data to drive instructional changes.

Data CoachData Team

01/2011 06/2014 All staff meetings, PLC meetings, and department meetings will

have data review and analysis as a major component of each meeting Student scores on all formative

assessments will reach 80%.Book Study: Data team will meet with Data Coach to discuss data analysis of Seven Strategies of Assessment for Learning

Data CoachData TeamNWHS Staff

01/2011 06/2014

Data Institute: Data Coach will facilitate institute to build capacity amongst the community members to collect, analyze and use data to inform instruction

Data CoachSILTPD ChairSI Chair

06/201108/2011

06/201406/2014

PLC Data Professional Development: Introduce Data Coach to building staff who will provide PD on summative assessment, MME, ACT, using building trend data.

Data CoachNWHS StaffSILT TeamPD ChairSI Chair

03/2011 06/2014

Saturday PLC Data Professional Development: Data Coach will provide PD on summative assessment, MME, ACT, using building trend data, formative data on a Saturday for Three (3) three hour sessions.

Data CoachNWHS StaffSILT TeamPD ChairSI Chair

03/2011 072011

5. Describe the annual goals for student achievement on the State’s assessments in both reading/language arts and mathematics that it has established in order to

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monitor Tier I and Tier II schools that receive school improvement funds.

Annual Goal for English/Reading: Proficiency as measured by the MME will increase by at least 10% for all students and all subgroups; reduce level 4 proficiency scores by 10%

► Annual Goal for Mathematics: Proficiency as measured by the MME will increase by at least 10% for all students and all subgroups; reduce level 4 proficiency scores by 10%

Flint’s data plan will address NCLB accountability issues by aggressively responding to the MME, benchmark assessments, student final exams/grades and ACT plans through a comprehensive data plan embedded in the District’s School Improvement Plan. A calendar with timelines, test schedules and clearly identified data usage, i.e. professional learning community, department/staff meetings, will provide a roadmap for school improvement. The data plan will help staff monitor and modify school improvement efforts to evaluate the affects and effectiveness of the SIP.

6. For each Tier III school the LEA commits to serve, identify the services the school will receive or the activities the school will implement.

Not Applicable

7. Describe the goals established (subject to approval by the SEA) in order to hold accountable its Tier III schools that receive school improvement funds.

Not Applicable

8. As appropriate, the LEA must consult with relevant stakeholders (students, teachers, parents, community leaders, business leaders, etc.) regarding the LEA’s application and implementation of school improvement models in its Tier I and Tier II schools. Describe how this process was conducted within the LEA.

Schools have applied for funds to hold a series of meetings to inform and engage the community and parents in the improvement process.

Currently, positive collaborative efforts/partnership agreements exist with parents, partnerships with Baker College, Mott Community College, University of Michigan-Flint and Ann Arbor, Michigan State University, Kettering University, Davenport University, Eastern Michigan University, Central Michigan University, Mott Children’s Health Center, Department of Human Services, Genesee ISD, City of Flint Police, Catholic Charities, Word of Life Christian Church, Young Life, Mentors Committed to Excellence, Food Bank of Eastern Michigan, Genesee County Mental Health/Health Department/Prosecutor’s Office/Probate Court, NWHS Health Center, Family Resource Centers and Project 26.

Other potential human resources to be involved in this project include Metro Housing Partnership, Office of the Mayor, Flint urban League, C.S. Mott Foundation, The Flint Journal, FCS Liaison Officers, UTF Executive Committee, FCS Board of Education, Student Body Leadership, NWHS Alumni, Minority Caucus, SEIU, Title I Parents Committee, FCS Student Councils, various Pan-Hellenic Organizations, Flint Cultural Center Leadership, Flint Chapter NAACP and the Concerned Pastors of Flint.

The community abounds with organizational resources to blend in-school and out-of-school experiences for students. Focus on learners and learning is a responsibility of the entire community as well. Additional statewide and Midwest regional partners will be sought especially at colleges, universities and technical schools to work in conjunction with faculty and students to provide the widest array of post-secondary planning experiences possible for high school students.

School improvement discussions will continue to focus on communication with parents/guardians and the community regarding the unacceptable status of too many low achievers, inappropriate behavior, disengaged and unmotivated students, and the urgency to focus on and utilize available resources for every child. In too many instances, these

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conversations are non-existent (or not early enough during academic planning years) with young people concerning future plans and proper preparation thereof. Consequently, school personnel are required to step up and fill this void, too.

Newsletters and e-mail alerts have begun to communicate the systemic changes required, planned and occurring in the high school. In August, parents of 9th graders were required to attend school opening orientations. Unfortunately, too many times parents are contacted for negative behavior as indicated by high suspension data.

Since March of 2009, the State of Michigan identified the Genesee Intermediate School District to assist Districts in collaborative efforts, using SI funds. Genesee ISD has also provided support services to help the principal and teachers improve student achievement. These services have included process monitoring, job-embedded professional development, leadership coaches and on-going support.

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C. BUDGET: An LEA must include a budget that indicates the amount of school improvement funds the LEA will use each year in each Tier I, Tier II, and Tier III school it commits to serve.

o The LEA must provide a budget (see budget submission packet, beginning on the following page) that indicates the amount of school improvement funds the LEA will use each year to—

o Implement the selected model in each Tier I and Tier II school it commits to serve;

o Conduct LEA-level activities designed to support implementation of the selected school intervention models in the LEA’s Tier I and Tier II schools; and

o Support school improvement activities, at the school or LEA level, for each Tier III school identified in the LEA’s application.

Additional Budget Information:

For purposes of mandated school improvement Transformation, and subsequent SIG II funding to be successful, the dire need of helping teachers and students close the achievement gap begins with making education a priority for all students. In the bleak landscape of urban education, Central Office and building staff recognize that this document is an opportunity to show evidence of staff’s further commitments to improving academic performance for all students.

With a majority of FCS’ students not meeting proficiency levels 1 and 2 and with failure rate in excess of 80%, the SIP Grant funds will support the implementation of this redesign plan to help improve student achievement and teacher effectiveness through a well-conceived data-driven model. District expenditures reflect sequential stages of the planned transformation process: design, diagnosis, data analysis, implementation and evaluation. Continuous improvement is focused on eliminating the achievement gap. As such, leadership at every level is critical. The systems approach requires a team built upon understanding the sense of urgency and becoming part of the critical mass whereby actual student data drives decision-making for improved teacher effectiveness and student performance.

Personnel needed for the delivery of the transformation design model are:

School Improvement Facilitator: Provides direction and supervision to building principals and teachers to ensure that research-based instructional practices are implemented to meet data-driven strategies to improve teacher effectiveness and student learning. Works closely with building data teams and Executive Director of Secondary Schools.

Building Data Team : Comprised of School Improvement Coordinator, ELA/Social Studies Data Specialist for SI, Mathematics/Science Data Specialist for SI and a School Social Worker for School Improvement. In years two and beyond, the department chairpersons will assist their colleagues and students with data-driven decision-making that will improve teaching and learning. Data team responsibilities focus on learners and learning. Staff will gather, assess, inform and design strategies to create a data bank and formative assessment items for teacher usage. They also will review student data, MME/MEAP district benchmarks and conduct formal/informal testing. Assistance from the data team will help teachers and department chairpersons gather data and analyze it to design and implement a systemic data-driven process. Additionally, the data team will assess and design

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instructional strategies, work with students and parents and meet with building staff.

This team will focus on every learner. Organizing “academic snapshots” of students, especially at MME/MEAP levels, will reflect significant gains through interventions chosen based primarily on reliable data. A child study approach will focus on academic and non-academic data, which enables a parent or legal guardian to be a team member.

Ambitious outcomes are predicated on all school staff making the commitment to recharge, and change behaviors to dramatically improve teacher effectiveness for improved student performance.

Career Readiness Advisor: Will identify and assess student growth utilizing a variety of career educational development assessment tools and help students prepare themselves for high school graduation and postsecondary education opportunities. The Career Readiness Advisor will coordinate the F.R.E.S.H. Program through the development of comprehensive academic and social support systems that utilize Best Practices and early drop out indicators. Thus, identifying, targeting and redirecting the transitional year, at-risk ninth graders in danger of not completing secondary school.

Community Liaison: Will build meaningful and structural learning partnerships with external community resources that support teaching and learning. The blending of internal and external resources such as government, business, corporations, universities, colleges, health and human services, and youth agencies will support the creation of service-learning projects and project-based learning. Attendance Advocate: Will focus on improving student behavior and achievement gains through Positive Behavior Support and the Response to Intervention model.

Social Worker: Will analyze non-instructional data and implications for student Learning. Design Student intervention plans with parents and teachers in an effort to improve students’ academic achievement and affective domain.

Note: An LEA’s budget must cover the period of availability, including any extension granted through a waiver, and be of sufficient size and scope to implement the selected school intervention model in each Tier I and Tier II school the LEA commits to serve.

An LEA’s budget for each year may not exceed the number of Tier I, Tier II, and Tier III schools it commits to serve multiplied by $2,000,000.

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ASSURANCES AND CERTIFICATIONSSTATE PROGRAMS

INSTRUCTIONS: Please review the assurances and certification statements that are listed below. Sign and return this page with the completed application.

CERTIFICATION REGARDING LOBBYING FOR GRANTS AND COOPERATIVE AGREEMENTSNo federal, appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of a federal agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any federal grant or cooperative agreement. If any funds other than federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member Of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form – LL*Disclosure Form to Report Lobbying*, in accordance with its instructions. The undersigned shall require that the language of this certification be included in the awards documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements, and subcontracts) and that all subrecipients shall certify and disclose accordingly.

CERTIFICATION REGARDING DEBARMENT, SUSPENSION, INELIGIBILITY, AND VOLUNTARY EXCLUSION – LOWER TIER COVERED TRANSACTIONSThe prospective lower tier participant certifies, by submission of this proposal, that neither it nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participating in this transaction by any Federal department or agency. Where the prospective lower tier participant is unable to certify to any of the statements in this certification, such prospective participant shall attach an explanation to this proposal. OG-4929 Rev. 8/06 Michigan Department of Education

Grants Coordination and School Support --PAGE 1-AUTHORITY: P.O. Box 30008, Lansing, Michigan 48909 Direct questions regarding this form to

(517) 373-1806. COMPLETION: Voluntary. (Consideration for funding will not be possible if form is not filed.)

SCHOOL IMPROVEMENT GRANT BUDGET

APPLICANT INFORMATION TYPE OR PRINT:

APPLICANT

Legal Name of District School District City of Flint

District Code 25010

Address of District 923 E. Kearsley Street

City and Zip Code48503

Name of CountyGenesee

Name of Contact Person Fred White

Title Principal

Telephone (Area Code) (810) 760 - 1780

CONTACT PERSON

Address G-2138 W. Carpenter Road

City Flint

Zip Code 48505

E-Mail Address [email protected]

Facsimile (A.C./No.) (810) 760 - 6809

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GRANT FUNDS REQUESTED: $_     ____________

ASSURANCES AND CERTIFICATION: By signing this assurances and certification statement, the applicant certifies that it will agree to perform all actions and support all intentions stated in the Assurances and Certifications on page 2, and will comply with all state and federal regulations and requirements pertaining to this program. The applicant certifies further that the information submitted on this application is true and correct.

SUPERINTENDENT OR

DATE February 25, 2011 ___________ AUTHORIZED OFFICIAL ____________________________________________________________ SIGNATURE

TYPED NAME/TITLE Linda C. Thompson ________________________________________________________

ASSURANCE WITH SECTION 511 OF THE U.S. DEPARTMENT OF EDUCATION APROPRIATION ACT OF 1990When issuing statements, press releases, requests for proposals, solicitations, and other documents describing this project, the recipient shall state clearly: 1) the dollar amount of federal funds for the project, 2) the percentage of the total cost of the project that will be financed with federal funds, and 3) the percentage and dollar amount of the total cost of the project that will be financed by nongovernmental sources.

ASSURANCE CONCERNING MATERIALS DEVELOPED WITH FUNDS AWARDED UNDER THIS GRANTThe grantee assures that the following statement will be included on any publication or project materials developed with funds awarded under this program, including reports, films, brochures, and flyers: “These materials were developed under a grant awarded by the Michigan Department of Education.”

CERTIFICATION REGARDING NONDISCRIMINATION UNDER FEDERALLY AND STATE ASSISTED PROGRAMSThe applicant hereby agrees that it will comply with all federal and Michigan laws and regulations prohibiting discrimination and, in accordance therewith, no person, on the basis of race, color, religion, national origin or ancestry, age, sex, marital status or handicap, shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise be subjected to discrimination in any program oractivity for which it is responsible or for which it receives financial assistance from the U.S. Department of Education or the Michigan Department of Education.

CERTIFICATION REGARDING BOY SCOUTS OF AMERICA EQUAL ACCESS ACT, 20 U.S.C. 7905, 34 CFR PART 108.A State or subgrantee that is a covered entity as defined in Sec. 108.3 of this title shall comply with the nondiscrimination requirements of the Boy Scouts of America Equal Access Act, 20 U.S.C. 7905, 34 CFR part 108.

PARTICIPATION OF NONPUBLIC SCHOOLSThe applicant assures that private nonprofit schools have been invited to participate in planning and implementing the activities of this application.

ASSURANCE REGARDING ACCESS TO RECORDS AND FINANCIAL STATEMENTSThe applicant hereby assures that it will provide the pass-through entity, i.e., the Michigan Department of Education, and auditors with access to the records and financial statements as necessary for the pass-through entity to comply with Section 400 (d) (4) of the U.S. Department of Education Compliance Supplement for A-133.

ASSURANCE REGARDING COMPLIANCE WITH GRANT PROGRAM REQUIREMENTSThe grantee agrees to comply with all applicable requirements of all State statutes, Federal laws, executive orders, regulations, policies and award conditions governing this program. The grantee understands and agrees that if it materially fails to comply with the terms and conditions of the grant award, the Michigan Department of Education may withhold funds otherwise due to the grantee from this grant program, any other federal grant programs or the State School Aid Act of 1979 as amended, until the grantee comes into compliance or the matter has been adjudicated and the amount disallowed has been recaptured (forfeited). The Department may withhold up to 100% of any payment based on a monitoring finding, audit finding or pending final report.

CERTIFICATION REGARDING TITLE II OF THE AMERICANS WITH DISABILITIES ACT (A.D.A.), P.L. 101-336, STATE AND LOCAL GOVERNMENT SERVICES

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The Americans with Disabilities Act (ADA) provides comprehensive civil rights protections for individuals with disabilities. Title II of the ADA covers programs, activities, and services of public entities. Title II requires that, “No qualified individual with a disability shall, by reason of such disability be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by such entity.” In accordance with Title II ADA provisions, the applicant has conducted a review of its employment and program/service delivery processes and has developed solutions to correcting barriers identified in the review.

CERTIFICATION REGARDING TITLE III OF THE AMERICANS WITH DISABILITIES ACT (A.D.A.), P.L. 101-336, PUBLIC ACCOMMODATIONS AND COMMERCIAL FACILITIESThe Americans with Disabilities Act (ADA) provides comprehensive civil rights protections for individuals with disabilities. Title III of the ADA covers public accommodations (private entities that affect commerce, such as museums, libraries, private schools and day care centers) and only addresses existing facilities and readily achievable barrier removal. In accordance with Title III provisions, the applicant has taken the necessary action to ensure that individuals with a disability are provided full and equal access to the goods, services, facilities, privileges, advantages, or accommodations offered by the applicant. In addition, a Title III entity, upon receiving a grant from the Michigan Department of Education, is required to meet the higher standards (i.e., program accessibility standards) as set forth in Title III of the ADA for the programor service for which they receive a grant.

CERTIFICATION REGARDING GUN-FREE SCHOOLS - Federal Programs (Section 4141, Part A, Title IV, NCLB) The applicant assures that it has in effect a policy requiring the expulsion from school for a period of not less than one year of any student who is determined to have brought a weapon to school under the jurisdiction of the agency except such policy may allow the chief administering officer of the agency to modify such expulsion requirements for student on a case-by-case basis. (The term "weapon" means a firearm as such term is defined in Section 92` of Title 18, United States Code.)

The district has adopted, or is in the process of adopting, a policy requiring referral to the criminal or juvenile justice system of any student who brings a firearm or weapon to a school served by the agency.

AUDIT REQUIREMENTSAll grant recipients who spend $500,000 or more in federal funds from one or more sources are required to have an audit performed in compliance with the Single Audit Act (effective July 1, 2003).

Further, the applicant hereby assures that it will direct its auditors to provide the Michigan Department of Education access to their audit work papers to upon the request of the Michigan Department of Education.

IN ADDITION:This project/program will not supplant nor duplicate an existing School Improvement Plan.

SPECIFIC PROGRAM ASSURANCES

The following provisions are understood by the recipients of the grants should it be awarded:

1. Grant award is approved and is not assignable to a third party without specific approval.2. Funds shall be expended in conformity with the budget. Line item changes and other deviations from the budget as attached to this grant agreement must have prior approval from the Office of Education Innovation and Improvement unit of the Michigan Department of Education.3. The Michigan Department of Education is not liable for any costs incurred by the grantee prior to the issuance of the grant award.4. Payments made under the provision of this grant are subject to audit by the grantor.5. This grant is to be used to implement fully and effectively an intervention in each Tier I and Tier II school that the LEA commits to serve consistent with the final requirements.6. The recipient must establish annual goals for student achievement on the State’s assessments in both reading/language arts and mathematics and measure progress on the leading indicators in section III of the final requirements in order to monitor each Tier I and Tier II school that it serves with school improvement funds. 7.If the recipient implements a restart model in a Tier I or Tier II school, it must include in its contract or agreement terms and provisions to hold the charter operator, charter management organization, or education management organization accountable for complying with the final requirements.8. The recipient must report to the SEA the school-level data required under section III of the final requirements.

SIGNATURE OF SUPERINTENDENT OR AUTHORIZED OFFICIAL Date February 25, 2011

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SIGNATURE OF LEA BOARD PRESIDENT Date February 25, 2011

SCHOOL BUILDING BUDGET

Districts and ISDs may apply for School Improvement grants for individual eligible school buildings within their jurisdiction for the purposes of this grant, eligible school buildings are those identified as a Tier I or Tier II school. Signature by the authorized representative indicates that the authorized representative of the school building will work cooperatively with the administrative and fiscal agent for this project. List the name of the school building for which you are applying below. (Please use duplicate pages as necessary. A separate budget and budget detail narrative is required for each building. The budget must cover the three-year period of the grant. Year 1 must be separated into Pre-implementation activities and Implementation activities. See School Building application for example.)

SCHOOL BUILDING

Legal Name of School BuildingNorthwestern High School

Building Code 02777

Name and Title of Authorized Representative Linda C. Thompson

Mailing Address (Street) G-2138 W. Carpenter Road

Signature

City Flint

Zip Code 48505

Telephone (Area Code/Local Number)(810) 760 - 1780

Date Signed)2/25/2011

Name and Title of Contact Person Fred White

Mailing Address (If different from agency address)      

See the following school building budget narrative:

School Building Budget Narrative

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In examining the challenges presented with having our students academically prepared and raising our graduation rates, we discovered that our 9 th grade students require additional supports to pass all of their classes. We created 3 support positions. The Student Support Services position (function code 212), Student Attendance Advocate (code 211) and Social Worker (code 216). Their primary roles will be to address non academic challenges that students have. In looking at our graduation data, we find that those students who transition into 9 th grade successfully and earn the required credits in their first year of high school tend to remain and graduate. Student Support Services will establish student organizations and activities to acclimate freshmen and engage them in their high school as well as support and encourage the teaching staff in creating a “whatever is necessary” mindset for all students’ success.

Extended opportunities for learning are provided through zero, 7th hour, and Saturday classes in all core content areas. Technology will also be used in the form of online classes to extend learning opportunities and address other issues that may prohibit physical attendance for classes. Additional learning opportunities and career readiness connections will be captured through enrichment activities coordinated by the Student Support Service position.

Professional development for all staff is extensive. It is based around data collection and analysis, instructional delivery (including differentiated instruction), team building, lesson development, and literacy acquisition. Process Mentoring will continue using the contracted services of GISD. Teachscape walkthrough training will also continue. Contracted services professional development around data will be provided by MAISA. The College Board will provide the contracted professional development needed to build a strong Advanced Placement program.

The major initiatives of 9th grade student support, extended learning and professional development will be ongoing throughout the 3 year period of the grant. Community activities will be transitioned from the grant to other funding sources after year one.

SCHOOL IMPROVEMENT GRANT BUDGET APPROVAL FORMINSTRUCTIONS: The Budget Summary and the Budget Detail must be prepared by or with the cooperation of the Business Office using the School District Accounting Manual (Bulletin 1022). Please complete a ‘School Improvement Grant Budget Approval Form’

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for EACH building. Duplicate ‘School Improvement Grant Budget Approval Form’ for each school.

1. BUDGET SUMMARY FOR: Please Insert Building Name

LEGAL NAME OF APPLICANT:

School District City of Flint

District Code

25010

MDE USE ONLY Grant No. Project No. Project Type Ending Date FY of Approved Activity

2009

BUDGET OBJECTS:FUNCTION

CODE FUNCTION TITLE SALARIES BENEFITS PURCHASED

SERVICESSUPPLIES & MATERIALS

CAPITAL OUTLAY

OTHER EXPENDITURES

TOTAL EXPENDITURES

110 Instruction -- Basic Programs                                          

120 Instruction -- Added Needs                                          

210 Pupil Support Services                                          

211 Truancy/Absenteeism Services                                          

212 Guidance Services                                          

213 Health Services                                          

214 Psychological Services                                          

216 Social Work Services                                          

220 Instructional Staff Services                                          

221 Improvement of Instruction                                          

225 Instruction Related Technology                                          

227 Academic Student Assessment                                          

230 General Administration                                          

232 Executive Administration                                          

240 School Administration                                          

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250 Support Services Business                                          

257 Internal Services                                          

266Operation and Maintenance                                          

280 Central Support Services                                          

281 Planning, Research, Development, and Evaluation

                                         

283Staff/Personnel Services

                                         

300Community Services

                                         

311Community Services Direction

                                         

331Community Activities

                                         

SUBTOTAL                                          

Indirect Costs _______ % Restricted Rate

                                         

TOTAL                                          

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2. BUDGET DETAIL

Explain each line item that appears on the Budget Summary, using the

indicated function code and title, on a plain sheet. (Provide attachment(s)

as needed.)

Date BUSINESS OFFICE REPRESENTATIVE SIGNATURE

Date SUPERINTENDENT/DIRECTOR SIGNATURE

February 25, 2011

Date BUSINESS OFFICE REPRESENTATIVE SIGNATURE

February 25, 2011

Date SUPERINTENDENT/DIRECTOR SIGNATURE

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4. ASSURANCES: An LEA must include the following assurances in its application for a School Improvement Grant.

See the Assurances and Certifications section of the LEA Application for a complete list of assurances. LEA leadership signatures, including

superintendent or director and board president, assure that the LEA will comply with all School Improvement Grant final requirements.

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5. WAIVERS: The MDE has requested all of the following waivers of requirements applicable to the LEA’s School Improvement Grant. Please indicate which of the waivers the LEA intends to implement.

The LEA must check each waiver that the LEA will implement. If the LEA does not intend to implement the waiver with respect to each applicable

school, the LEA must indicate for which schools it will implement the waiver.

Extending the period of availability of school improvement funds.

Note: Michigan has requested and received a waiver to extend the SIG grant funds through September 30, 2014.

“Starting over” in the school improvement timeline for Tier I and Tier II Title I participating schools implementing a turnaround or restart model.

Implementing a schoolwide program in a Tier I or Tier II Title I participating school that does not meet the 40 percent poverty eligibility threshold.

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x

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SIG GRANT—School Building Application

APPLICATION COVER SHEET

SCHOOL IMPROVEMENT GRANTS (SIG)

Legal Name of School Building: Northwestern High School

School Building Code: 02777

Mailing Address:

G-2138 W. Carpenter RoadFlint, MI 48505

School Building Contact for the School Improvement Grant

Name:

Position and Office:

Contact’s Mailing Address: G-2138 W. Carpenter Road, Flint, MI 48505

Telephone: (810) 760-1780

Fax: (810) 760-6809

Email address: LEA School Superintendent/Director (Printed Name): Linda C. Thompson

Telephone: (810) 760-1249

Signature of the LEA School Superintendent/Director:

X_______________________________

Date:

February 25, 2011

LEA School LEA Board President (Printed Name): Harold Woodson

Telephone: (810) 760-7491

Signature of the LEA Board President:

X_______________________________

Date:

February 25, 2011

The LEA, through its authorized representative, agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State receives through this application.

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Section A

1. Possible model to use for analysis of data.

The school should consider evidence of need by focusing on improvement status; reading and math achievement results, as measured by the MEAP, Mi-Access or the MME; poverty level; and the school’s ability to leverage the resources currently available to the district. Refer to the school’s Comprehensive Needs Assessment (CNA) School Data and Process Profile Summary report. Do not attach the building CNA.

Consider how subgroups within the school are performing and possible areas

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to target for improvement. (The following charts contain information available in the school Data Profile and Analysis).

Sub Group Academic Data Analysis

Grade: Percent of Sub-group meeting State Proficiency Standards

Group

Reading Mathematics

Year1

07-08

Year2

08-09

Year3

09-10

Year1

07-08

Year2

08-09

Year3

09-10

Social Economic Status (SES) 14 8 25 0 3 5

Race/Ethnicity 18 12 20 1 W-<10B - 4

5

Students with Disabilities <10 <10 <10 0 <10 0

Limited English Proficient (LEP) 0 0 0 0 0 0

Homeless <10 <10 <10 0 0 0

Neglected & Delinquent NA NA NA 0 0 0

Migrant 0 0 0 0 0 0

Gender

Male 4 7 24 0 2 8

Female 28 15 21 2 5 6

Aggregate Scores 18 12 22 1 4 7

State 62 60 46 49 50

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Sub Group Non-Academic Analysis Year: 2009-2010

Group# Students # of

Absences# of

Suspension# of

Truancies # ofExpulsions

Unduplicated Counts

>10 <10 In* Out* In* Out*SES 198 156 42 38 97Race/Ethnicity 1432 302Disabilities 149LEP 17 14 3 2 7Homeless 36 36 0 11 20MigrantGender

Male 773 538 195 150 350Female 669 532 167 122 291

Totals

Year: 2009-2010

Group# of

Students# of

Retentions# of

Dropouts#

promoted to next grade

Mobility

Entering Leaving

0% 15%SES 198 153 29 45Race/Ethnicity 1432 314 124 1118DisabilitiesLEP 17 5 0 12Homeless 36 13 3 23Migrant 0Gender

Male 773 166 77 567 Female 669 148 47 551

Totals

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Enrollment and Graduation Data – All Students Year: 2009-2010

Grade

# ofStudent

s

# Students enrolled

in a Young

5’s program

# Students in course/grade acceleration

Early HS graduation

# ofRetentions

# ofDropou

t

# promoted to next grade

K123456789 165

10 7911 5812 11

Grades 9 – 12 = 313

Number of

Students in

Building by grade

# Enrolled in

Advanced Placement

Classes

# Enrolled in International Baccalaureate

Courses

# of Students in

Dual Enrollment

# of Students in CTE/Vocational

Classes

Number of Students who have

approved/reviewed EDP on file

6789 7

10 7511 5312 69

Grades 9 – 12 = 204

Grades 9 – 12 =994

Number of Students Enrolled in Extended Learning Opportunities

Year: 2009 - 2010 2. School Building Capacity – Resource Profile

The following table lists the major grant related resources the State of Michigan manages and that schools may have as a resource to

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support their school improvement goals. As you develop your School Improvement Grant, consider how these resources (if available to your school) can be used to support allowable strategies/actions within the School Improvement Grant. Place a check in each box by the funding that will be used to support your SIG grant.

A full listing of all grants contained in No Child Left Behind (NCLB) is available at: www.mi.gov/schoolimprovement.

General Funds

Title I Part A

Title I Schoolwide

Title I Part C

Title I Part D

Title I School

Improvement (ISI)

Title II Part A

Title II Part D

USAC - Technology

Title III

Title IV Part A

Title V Parts A-C

Section 31 a

Section 32 e

Section 41

Head Start

Even Start

Early Reading First

Special Education

Other: (Examples include: Smaller Learning Communities, Magnet Schools.) A complete listing of all grants that are a part of NCLB is available at

www.michigan.gov/schoolimprovement.

3. School Building CommitmentEvidence of a strong commitment should be demonstrated through the district’s and school’s ability and willingness to support and implement the selected intervention for rapid improvement in student achievement and

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proposed use of scientific and evidence based research, collaboration, and parental involvement. a. Describe the school staff’s involvement in and support of the school improvement application and their support of the proposed efforts to effect change in the school.

Please reference anecdotal information presented in B.1. and Section III for evidence of broad-based school support for the Transformation Model, its interventions, activities and proposed outcomes. Flint Community School’s SIP implementation plan inculcates the tenets of “Education’s 3Rs”:

Rigor Relevance Relationship

As such, these three seemingly innocuous nouns often bantered about in educational forums are being incorporated into all aspects of FCS’ school improvement design: at the planning level, throughout professional development, during classroom instruction and community experiences through partner involvement.

Under inspiring and proactive new leadership in the 2010-11 SY, Acting Principal Maria Boyd-Springer has declared that the school improvement intervention model should additionally adopt the “3 Rs” as its credo; that “they” will be seated in the front row of every classroom! Teachers themselves will be assessed how well they have transitioned instructional practices from “just covering” academic lessons to more emphatically assisting students in probing subject content deeply (Rigor). All students will be exposed to challenging, high quality learning experiences; provided the necessary tools/supports that ensure academic success for a lifetime. Higher levels of instruction and assessment (Goal 1: Teacher Effectiveness) equate to higher Student Achievement (Goal 2). Teacher training in how to use inquiry/how to probe using substantive conversations will also benefit the construction of knowledge. Students will be well prepared to matriculate grade 12 able to problem solve, make inferences, understand relationships and think/reason. Having high expectations and holding students to lofty standards of performance most certainly increases Rigor.

Some examples to increase rigor undergoing examination and adoption might include training teachers to:

Develop high caliber lessons/units Ask open-ended questions Use differentiated instruction Provide relevant, useful feedback Work collaboratively across disciplines on academic skills Be more knowledgeable in content areas and skill development

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Utilize inquiry/project-based learning Teach at a higher level of Bloom’s Taxonomy Share lesson plans across departments to ensure the level of rigor is consistent/agreeable Analyze high school content expectations not being addressed or those repeatedly failed Adjust teaching styles to meet needs of students; include students in planning process Inclusion: support teachers walking around working with their students using their modified

lessons, while the classroom teacher is instructing/supporting students Work with building/District leadership to develop a zero tolerance attendance policy to avoid

necessity for repeated re-teaching Develop classroom mechanisms to ensure “integrity of time” (for quality instruction) Consistent Curriculum K-10 Project - Currently there is a K-9 ELA and K-10 math district-wide

curriculum which addresses consistent teaching and learning as well as mobility issues facing the school district. Benchmarks and common end-of-semester assessments have also been developed (algebra, with the common curriculum) during the 2010-11 SY. High school teachers are presently writing curriculum and assessments for grades 10-12 ELA and grades 11-12 mathematics classes. Covering HSCEs, the units of study include rigor, relevance, and relationship as part of the structure of the lessons.

It must also be demonstrated to students how, what they are learning, is applicable in the real world (purpose of work). To really connect with students, instructional methods must equate to their understanding of reality. The purpose of work must be communicated effectively, e.g., why is understanding the value of “pi” worth something to the student or where will I ever use Algebra? (Relevance).

Building caring connections with parents/guardians, teachers and others in one’s community environment contribute to learning and growth. Maslow’s Hierarchy of Needs proffers that a basic need after physiological and safety is caring and belonging. Students seek peer/adult support, not someone to shame or embarrass them. Students seek fairness and structure. They want the trust of teachers; students need to build productive Relationships with teachers and among themselves.

Relationship-building takes many forms:

Small group instruction for low-performing students Academic discourse/substantive conversation Group projects/cooperative learning “Roaming” staff person in classrooms to assist teachers with discipline issues Building a positive, results-oriented relationship with co-teachers Instituting an academic, social and behavioral student assessment that facilitates intra- and

inter-district mobility Inviting parents/guardians to the classroom; make home visits for discipline and academic

reasons; find something about which to complement both student and parent Building rapport/working relationship with counselors Evening informational events for parents

This SIP is predicated to introducing, supporting and succeeding in institutionalizing the 3Rs. Broad stakeholder consensus rallies around one unifying theme: What is incorporated into professional

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development must translate into quality, state-of-the-art instructional lessons and delivery in the classroom. Results, then, ultimately find their way into practice in the workplace. To this end, Genesee ISD will be serving throughout the term of Transformation as chief external partner. Providing expertise for GISD as Process Mentor is highly credentialed Dr. JoAnn Pastor. Dr. Rosalyn Whitehead is serving as Leadership Coordinator.

Teaching is a critical complex task, while leadership is an art. The high school has experienced a series of challenging leadership changes, numerous teacher retirements and countless transfers. Hence, the Principal’s competence in leading the Transformation Model requires an even stronger desire to achieve outstanding results and placing in motion the task-oriented actions required to achieve success. The SIP team believes that school improvement is a total staff project...that change cannot be accomplished alone, but instead is dependent upon the work of the group.

Early on, the School Improvement Team was convened by the Executive Director of Secondary Education to discuss the school improvement reform in the context of SIG as a grant opportunity to effect substantive and qualitative change. In May of this year, the Superintendent and Executive Director of Secondary Education were invited to a staff meeting to clarify the vision, goals and expectations of the Board of Education and executive leadership as these elements relate to personal accountability. Everyone shares in improving student achievement as reflected in District expectations for personal accountability that require:

Improving the quality of teaching and learning Continuous growth of student achievement Ensuring a warm, safe and disciplined environment for learning Active engagement of parents and community in the educational process Leadership at all levels Accept gravity of situation and commit to viable solutions, whatever they may be

At this joint session, the SIP team revealed the disappointing achievement results based on compelling data that affirmed “Most of our students have failed to meet proficiency levels for the past 3 years. Prepare for school reform Transformation.”

Planning for results requires thinking about a deliberate change process. Engaging the entire staff empowers ownership in raising rigor to improve teacher effectiveness and student achievement. School Improvement Team analysis supports the need for an in-depth look at best practices for teachers and learners. In order to accomplish major reforms, all staff needs to articulate the philosophical beliefs and values of the school and entire District. This reflective thinking requires a new beginning, focusing on efficacy, student performance and teacher effectiveness.

The recently hired principal has assumed the mantel for school reform by leading, guiding and facilitating the almost revolutionary process of redesign that questions the traditional and rationalizes the new. Her change processes are inclusive of the following stages:

I. Entry (Building relationships with staff to define mutual expectations regarding delivery of the school improvement plan and future stages in the process. Seeking multiple partners to help children improve achievement)

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II. Diagnosis (Analysis stage that requires inquisitive thought)III. Planning (Goals, objectives and strategies for implementation)IV. Action (Through ongoing implementation of solutions/strategies)V. Evaluation (An ongoing gathering of qualitative/quantitative data and archival data)VI. Institutionalization (Building capacity to sustain the process/inclusive of ongoing collegiality and collaboration)

Planning for results builds commitment and ownership for them.

b. Explain the district and school’s ability to support systemic change required by the model selected.

High school staff is poised and ready to accept the Transformation Model as an intervention process. To reiterate, the four foci of the District’s school improvement plan are i) Optimizing Professional Learning Communities; ii) Effective use of data/analysis; iii) Maximizing parent involvement; iv) Expanding learning opportunities. Systemic change implies the alignment between and among internal and external systems in order to focus on learners and learning. Research supports that when the focus is on learning rather than teaching, children improve academic performance and teacher effectiveness, i.e., Marzano, Putnam, Lanier. Inclusion of the Data Support Team will significantly assist teachers, department chairs and building support staff to focus on improving achievement. Para-professionals team teach in classrooms to support instruction. These support positions serve to promote the well being of students and their academic/social needs.

The Data Support Team will help teachers and department chairpersons gather data and analyze it to design and implement a systemic data-driven process. This team will assess and design instructional strategies, work with students and parents and meet with building staff. Content Area Data Specialists, a Social Worker and the School Improvement Coordinator will spearhead the data-driven system necessary to guide faculty, administrators and staff to modify methods, effect change and achieve credible results using academic and behavioral (attendance, discipline referral) data. [Please refer to the Data Support Team chart which follows]

For high school mathematics, the District provides data analysis through TestWiz for MME/ACT and algebra benchmark test results. Algebra benchmark tests are administered three times yearly to assist schools in monitoring student progress on learning the high school content expectations. Teachers receive professional development on data analysis and how best to use the data to make instructional decisions to improve student achievement. Next year, TestWiz will also be used for geometry benchmarks.

District staff is provided an opportunity to evaluate all PD sessions. In turn, this information along with student achievement data, is analyzed to improve District curriculum services provided to the high schools. In one instance, a teacher suggestion that “teachers prefer sessions to be facilitated by peers

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whenever possible” was acted upon and met with enthusiasm by peers. In response to continuous improvement, the mathematics department chairs are involved in the planning of professional development, while the delivery of sessions is often facilitated by exemplary, respected mathematics teachers.

Building and Central Office staff gather data from benchmark tests, ACT/PLAN and Explorer, ELPA and MME – upon which PD is delivered based on interpretation of the results. The District also critiques item analysis to determine deficiencies/weaknesses in the program. Test scores are used to reflect whether a student has achieved well enough to leave targeted programs, e.g., English Language Learner (ELL).

Other non-academic data is collected on suspensions, retentions, attendance and student achievement leading to proactive programs conceived to abate and address root causes.

4. School Improvement Intervention Plan—5 page limitDescribe in narrative form the building plan for implementing the intervention model selected.

High school staff is poised and ready to accept the Transformation Model as an intervention process. To reiterate, the four foci of the District’s school improvement plan are i) Optimizing Professional Learning Communities; ii) Effective use of data/analysis; iii) Maximizing parent involvement; iv) Expanding learning opportunities. Systemic change implies the alignment between and among internal and external systems in order to focus on learners and learning. Research supports that when the focus is on learning rather than teaching, children improve academic performance and teacher effectiveness, i.e., Marzano, Putnam, Lanier. Inclusion of the Data Support Team will significantly assist teachers, department chairs and building support staff to focus on improving achievement. Para-professionals team teach in classrooms to support instruction. These support positions serve to promote the well being of students and their academic/social needs.

The Data Support Team will help teachers and department chairpersons gather data and analyze it to design and implement a systemic data-driven process. This team will assess and design instructional strategies, work with students and parents and meet with building staff. Content Area Data Specialists, a Social Worker and the School Improvement Coordinator will spearhead the data-driven system necessary to guide faculty, administrators and staff to modify methods, effect change and achieve credible results using academic and behavioral (attendance, discipline referral) data. [Please refer to the Data Support Team chart which follows]For high school mathematics, the District provides data analysis through TestWiz for MME/ACT and algebra benchmark test results. Algebra benchmark tests are administered three times yearly to assist schools in monitoring student progress on learning the high school content expectations. Teachers receive professional development on data analysis and how best to use the data to make instructional

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decisions to improve student achievement. Next year, TestWiz will also be used for geometry benchmarks.

District staff is provided an opportunity to evaluate all PD sessions. In turn, this information along with student achievement data, is analyzed to improve District curriculum services provided to the high schools. In one instance, a teacher suggestion that “teachers prefer sessions to be facilitated by peers whenever possible” was acted upon and met with enthusiasm by peers. In response to continuous improvement, the mathematics department chairs are involved in the planning of professional development, while the delivery of sessions is often facilitated by exemplary, respected mathematics teachers.

Building and Central Office staff gather data from benchmark tests, ACT/PLAN and Explorer, ELPA and MME – upon which PD is delivered based on interpretation of the results. The District also critiques item analysis to determine deficiencies/weaknesses in the program. Test scores are used to reflect whether a student has achieved well enough to leave targeted programs, e.g., English Language Learner (ELL).

Other non-academic data is collected on suspensions, retentions, attendance and student achievement leading to proactive programs conceived to abate and address root causes.

Data Support Team Approach

Data Support Team Responsibilities Ultimate Outcomes School Improvement Facilitator

ELA/Math Data Specialist for School Improvement

Coordinates school-wide improvement efforts. Provides direction and supervision to building principals and teachers research based instructional practices will be implemented to meet data-driven strategies to improve teacher effectiveness and student learning

Develop physical space in high school into “war room” environment; furnish appropriately to meet needs of task and group

Convene Team Daily

Design formative assessment tools to yield benchmark data (currently using only MME/ACT Explore & Plan to be instituted in 2010-11 SY)

Improve achievement outcomes for students in each grade level

Assess students in each core content area quarterly

Increase proficiency in achieving core curriculum benchmark tests

Increase student’s daily attendance in each grade

Decrease the

number of suspensions

Decrease the number of

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Attendance Advocate

Parent Facilitator

Community Partnership Liaison

Social Workers

Design valid and reliable benchmarks that are aligned with Michigan Curriculum Content Standards

Test, gather, scan and organize data

Involve FCS’ Research, Testing and Evaluation director/staff and content coordinators

Conduct continuous progress monitoring (daily, weekly, monthly, by semester

Meet with teacher to analyze data

Provide immediate feedback to teachers, students and parents by designing strategies to best meet the needs of all students

To assess and evaluate SI teacher effectiveness and student academic achievement

Report progress monthly to staff and superintendent

Address attendance & behavior referrals

Works with students, parents, families and community to provide interventions for student achievement

Builds meaningful and structural learning partnerships with community resources that support teaching and learning through service learning projects

Works with students to provide interventions for student achievement

students retained in any core content area by grade

Increase graduation rates

Increase student participation in extra-curricular activities and college bound programs

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Teachers and staff

5. External Provider SelectionDescribe the process the building will use to select external providers or note that the school will select external providers from the MDE pre-approved list.

Yes. The school will select external providers from the MDE pre-approved list.

6. Alignment of Resources Describe how the building’s human and community resources will be aligned to facilitate implementation of the intervention selection.

The focus and structure of extending learning, professional learning communities, effective use of data and parental/community engagement encourages all efforts to align. In addition, the School Improvement Plan, will incorporate these four areas.

7. Modification of local building policies or practices Describe any local building policies or practices that will need to be modified to assure successful implementation of the intervention; such as an amendment to the collective bargaining agreement if needed.

None at this time. We have a waiver process as part of the collective bargaining agreement to address any future modifications needed.

8. TimelineInclude a comprehensive 3-year timeline for implementing the selected intervention. For year one, note which activities will occur during the pre-implementation phase of the grant; i.e. before the start of the 2011-2012 school year.

At the Pre-Implementation and Implementation phases are also referenced with more specific details on page 8, number 4 – Timeline Action Steps and Implementation Interventions. See the following information:

Northwestern High School

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2010-11 & 2011-12 SIP Timeline

Period Name of Activity Responsible Person Timeline

Jan 2010 – Nov 2010

SIP & SIG planning efforts by FCS Cabinet, Tier II high school staff/leadership, unions, community

Superintendent, Cabinet; Principal, SI & PD Chairs

Pre-Implementation

Oct. 22, 2010 Convened Building Teams and Executive Leadership for final input to SIP application

Superintendent/ Exec. Staff

Pre-Implementation

Nov. 16, 2010 SIP Redesign Plan Superintendent Pre-Implementation

Nov. – Dec. 2010 Develop plans for monitoring progress, data collection & review

Building/Executive & building leadership staff

Pre-Implementation

Dec. 2010 SIP Approval Of Redesign Plan MDE Pre-Implementation

Dec. 2010 Notify media of SIP approval (purpose/impact/value)

R. Campbell, Communications

Pre-Implementation

Jan. 1, 2011 Round II SIG released MDE Pre-Implementation

Feb. 15, 2011 Submit application for Round 2 SIG funding

Executive staff Pre-Implementation

Jan. 2011 Organize Data Support Team Principal & SI Chair Pre-Implementation

March 2011 – Jun. 2012

Work cooperatively with external providers

FCS, Genesee ISD, Macomb ISD & College Board

Pre-Implementation & Implementation

Communicate SIP to District staff, students, parents and community

FCS leadership Pre Imp .& Implementation

Convene SI & PD Teams Principal, SI & PD Chairs

Pre Imp. & Implementation

Initiate interventions, strategies and activities to implement Transformation Model

FCS leadership, Principal and building staff

Implementation

Commence PD sessions Principal, SI & PD ImplementationSchedule/market parent academy workshops

Principal, SI & PD Chairs

Implementation

Explore/solidify other options to increase learning time

FCS leadership, Principal & SI Chair

Pre Imp & Implementation

Activate Data Support Team Principal & SI Chair ImplementationJan, May & Nov. 2011; May 2012

Convene stakeholders FCS leadership, Principal, SI & PD chairs

Pre Imp & Implementation

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Mar. 2011-June 2012

Initiate system to evaluate, reward and remove staff to encourage and ensure quality teaching and leadership for results

Executive staff (with Principal and union input)

Pre Imp & Implementation

Jun. & Nov. 2011; Jun. 2012

Report on status of SIP progress to Flint Board of Education

Superintendent Pre Imp & Implementation

Feb. 2011 – Jun. 2012

Conduct ongoing monitoring & feedback; make teaching adjustments

Building leadership/staff; Data Support Team, SI Chair

Pre Implementation

Mar. 2011 – Jun. 2012

Monitor SIP progress, evaluate staff re planned goals/expectations, make appropriate modifications

Principal, Data Support Team, SI Chair

Pre Imp & Implementation

July, 2011-June,2014

Optimizing Professional Learning Communities

School Improvement Facilitator, Principal, SI, PD Chairpersons,Office of Curriculum /Instruction

Implementation

Jan., 2011-June, 2011

Process Mentoring GISD Pre-Implementation

July, 2011-June, 2012

Process Mentoring and Leadership Training

GISD, MAISA Implementation

July, 2011-June, 2014

Effective Use of Data Analysis SIP Team, Principal, SIP Facilitator, Data Specialist and Data Team, GISD, Teachers, Staff

Implementation

July, 2011-June, 2014

Maximizing Parent Involvement Parents, SIP Team, Parent Facilitator, Students, Renowned Authors, Data Specialist and Team, Career Advisor

Implementation

March, 2011-June, 2012

Extended Learning Opportunities for Students

Students, Counselors, Teachers, Data Support Team, Career Readiness Advisor

Pre-Implementation and Implementation

July 1, 2011- 12 Extended Learning Opportunities for Staff Northwestern Staff Implementation

9. Annual Goals

Determine the school’s student academic achievement goals in reading and mathematics for each of the next three years as determined by the state’s assessments (MEAP/ MME/Mi-Access). For example, if the present

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proficiency rate in mathematics is 18%, what will it be at the end of year one of the grant, year two, and year three.

Current Proficiency Rate

Goal for 2011-12

Goal for 2012-13

Goal for 2013-14

Reading 17 30 40 50

Mathematics 13 20 30 40

10. Stakeholder InvolvementDescribe the LEA’s process for identifying and involving stakeholders in the selection of the intervention model and the preparation of the application.

Currently, positive collaborative efforts/partnership agreements exist with parents, partnerships with Baker College, Mott Community College, University of Michigan-Flint and Ann Arbor, Michigan State University, Kettering University, Davenport University, Eastern Michigan University, Central Michigan University, Mott Children’s Health Center, Department of Human Services, Genesee ISD, City of Flint Police, Catholic Charities, Word of Life Christian Church, Young Life, Mentors Committed to Excellence, Food Bank of Eastern Michigan, Genesee County Mental Health/Health Department/Prosecutor’s Office/Probate Court, NWHS Health Center, Family Resource Centers and Project 26.

Other potential human resources to be involved in this project include Metro Housing Partnership, Office of the Mayor, Flint urban League, C.S. Mott Foundation, The Flint Journal, FCS Liaison Officers, UTF Executive Committee, FCS Board of Education, Student Body Leadership, NWHS Alumni, Minority Caucus, SEIU, Title I Parents Committee, FCS Student Councils, various Pan-Hellenic Organizations, Flint Cultural Center Leadership, Flint Chapter NAACP and the Concerned Pastors of Flint.

The community abounds with organizational resources to blend in-school and out-of-school experiences for students. Focus on learners and learning is a responsibility of the entire community as well. Additional statewide and Midwest regional partners will be sought especially at colleges, universities and technical schools to work in conjunction with faculty and students to provide the widest array of post-secondary planning experiences possible for high school students.

School improvement discussions will continue to focus on communication with parents/guardians and the community regarding the unacceptable status of too many low achievers, inappropriate behavior, disengaged and unmotivated students, and the urgency to focus on and utilize available resources for every child. In too many instances, these conversations are non-existent (or not early enough during academic planning years) with young people concerning future plans and proper preparation thereof. Consequently, school personnel are required to step up and fill this void, too.

Newsletters and e-mail alerts have begun to communicate the systemic changes required, planned and occurring in the high school. In August, parents of 9th graders were required to attend school opening

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orientations. Unfortunately, too many times parents are contacted for negative behavior as indicated by high suspension data.

Since March of 2009, the State of Michigan identified the Genesee Intermediate School District to assist Districts in collaborative efforts, using SI funds. Genesee ISD has also provided support services to help the principal and teachers improve student achievement. These services have included process monitoring, job-embedded professional development, leadership coaches and on-going support.

11. Sustaining ReformsDescribe how the reforms from the selected intervention will be sustained in this school after the funding period ends.

Incorporate into School Improvement Plan

Section B. Complete the attachment that describes the requirements and permissible activities for the chosen intervention.

Attachment A – Transformation – Selected ModelAttachment B – Turnaround – Not ApplicableAttachment C – Restart – Not ApplicableAttachment D – Closure – Not Applicable

Section C.

Budget pages—A separate 1 and 3-year budget together with budget narrative must be submitted for each school. The budget for year 1 must be separated into the funding needed for the pre-implementation activities and implementation activities that begin with the school year 2011-12. Example:

Year 1 Pre-Implementation

Year 1Implementation

Year 2 Year 3 Three-Year Total

$ $ $ $ $Section D.

Baseline Data Requirements

Fill in the data requested. MDE is required to send this information to USDOED on a yearly basis.

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USDOE Baseline Data RequirementsProvide the most current data (below) for each school to be served with the School Improvement Grant. These data elements will be collected annually for School Improvement Grant recipients.

Metric

School Data

Which intervention was selected (turnaround, restart, closure or transformation)

Transformation

Number of minutes in the school year 65,880

Student Data

Dropout rate 8.33%

Student attendance rate 84%

For High Schools: Number and percentage of students completing advanced coursework for each category below

Advanced Placement 31

International Baccalaureate 0

Early college/college credit 0

Dual enrollment NA

Number and percentage enrolled in college from most recent graduating class

NA

Student Connection/School Climate

Number of disciplinary incidents 2472

Number of students involved in disciplinary incidents 732

Number of truant students 302

Teacher Data

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Distribution of teachers by performance level on LEA’s teacher evaluation system

21 out of 37 teachers evaluated

Teacher Attendance Rate 94%

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Fiscal Information

The MDE has asked for (and been granted) a waiver of section 421(b) of GEPA to extend the period of availability of the SIG funds. That waiver automatically applies to every LEA in the State seeking SIG funds. Accordingly, if an SEA is granted this waiver, an LEA must create a budget for the full period of availability of the funds, including the period granted by the waiver. Budgets must be submitted for school years 2011-2012, 2012-2013, and 2013-2014.

USES OF FUNDS School Improvement Grant – Section 1003(g) funds must be used to supplement the level of funds that, in the absence of the Title I monies, would be made available from non-federal sources for the education of children participating in Title I programs. Therefore, funds cannot supplant non-federal funds or be used to replace existing services.

Improvement funds must be tracked separately from the Title I Basic Grant and the Section 1003(a) School Improvement Grant. Local fiscal agents are to place improvement funds in a Title I account assigned for school improvement. (This funding number must not be the same number as is used for the Title I Basic Grant award or Section 1003(a) School Improvement Grant.)

Intensive monitoring of grant implementation and evaluation are required and will begin in Fall 2011.

Since these are school improvement funds, districts may not combine funds into one account, and the amount awarded to each school must be spent on implementing one of the four turnaround models at the school.

The CFDA (Code of Federal Domestic Assistance) Number for this grant is #84.377A; 84.388A.

Attachment A--Transformation Model

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The following items are required elements of the transformation model. Give a brief description after each requirement as to how it will be implemented.

1. Replace the principal

Principal falls under two year rule.

2. Include student data in teacher/leader evaluation

Joint Labor Management of teacher and administrative union teams revised evaluation document to include student achievement. An M.O.U. has been signed.

3. Evaluations that are designed with teacher/principal involvement

Teachers and administrators, Joint Labor Management (JLM) are convened to discuss School Improvement teacher evaluation mode and alignment with student outcomes. United Teachers of Flint building representatives are assigned to the JLM committee. Teachers will collect and assimilate data on each student, based on all content areas.

4. Remove leaders/staff that have not increased achievement

The aforementioned evaluation plan will be monitored by principals. Teachers will be given support to improve instruction and improve student achievement. Current negotiations of a new improved evaluation instrument and teacher assessment program will improve the quality of instruction, teaching and learning aligned with the State of Michigan legislative laws and UTF contracts, waivers and memorandums of understanding.

5. Provide on-going job embedded staff development

Professional Learning Communities will engage in studies of inquiry; creating and using formative assessments to assess student achievement, engaging in reflective conversations around data, and modifying instruction to meet the needs of students.

6. Implement financial incentives or career growth or flexible work conditions.

Teachers are discussing monetary compensation for increasing student achievement based on benchmark tests and formative assessments. Teachers will be provided career growth opportunities to attend summer institutes in Year II to improve instruction. For continuous improvement, stipends will be offered for math/science improved student achievement based upon a JLM rubric agreement.

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7. Use data to identify and implement an instructional program that is research based and aligned from one grade to the next as well as with state standards.

This grant initiative addresses a data-driven system for school improvement.

8. Promote continuous use of student data to inform instruction and meet individual needs of students.

School Improvement for Continuum for Life-long Learning through professional learning communities, departments, student/faculty conferences, community partnership and educational outreach.

9. Provide increased learning time a. Extended learning time for all students in the core areas….

Expand on-line learning and community outreach to enhance experiential learning options for students. Introduction and implementation of project-based learning for students’ achievement plans with access to 0 and 7th hours.

b. Instruction in other subjects and enrichment activities that contribute to a well-rounded education…

Deliberate planning to expand and develop service learning for credit. Career Tech Education options in career pathways – Arts and Communication, Business Management and Marketing, Industrial Management, Health Sciences, Human Services, Natural Resources and AgriScience, Dual Enrollment, Distance Learning, Michigan Virtual, World Languages, Physical Education, Arts and Music.

c. Teachers to collaborate, plan and engage in professional development…

Professional Learning Communities will engage in studies of inquiry: creating and using formative assessments to assess student achievement, engaging In reflective conversations around data, and modifying instruction to meet the needs of students. Principal leadership attends monthly professional development. Data teams review student data with principals and teachers at benchmarks times; every two weeks, five weeks, ten weeks, and semester. Data records maintained by students, classroom, department, teachers, data team, principals, teachers, parents for self-reflection, and assessment purposes.

Deliberate, intentional alignment with the School Improvement Redesign Plan. The School Improvement Leadership Team and the Professional Learning Communities are focusing on Professional Learning Communities are focusing on Marzano’s High Yield Strategies, Differentiated Instruction, Positive Behavior Support, Culture and Climate, and Parent Involvement Academies.

10. Provide ongoing mechanisms for family and community engagement

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Active alumni recruit mentors for students. Community Advisory Council and Parent Advisory Council involved in school programs

11. Provide operational flexibility (staffing, calendars/time/budgeting) to implement comprehensive approach to substantially increase student achievement and increase graduation rates.

In year 2, implement two late-start days per month to develop and sustain a professional learning community in departmental teams.

12. Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, SEA, or designated external leader partner or organization.

Activities in process.

The following items are permissible elements of the transformation model. Provide a brief description after each element that will be implemented under the proposed building plan. (Leave blank those elements that are not being implemented.)

1. Provide additional $ to attract and retain staff.

Provide $3,000 incentive for math and science teachers for the retention of staff. Current budget constraints and cuts have made it difficult to provide additional dollars. In the short term this grant would assist in attracting and retaining quality teachers. This gives JLM time to redeploy dollars for long term sustainability.

2. Institute a system for measuring changes in instructional practices that result from professional development.

Classroom Walkthrough (CWT) data collected over time will reveal changes in instruction. Student assessment data and CWT data will provide focus for reflective conversations among and with teachers. Process monitoring lead by the Data Team Specialist for School Improvement, ELA/SS, Math/Science, and Social Worker drives the reflection of individual, class, department, school-wide and subgroup data of all students.

3. Ensure that the school is not required to accept a teacher without the mutual consent of teacher and principal, regardless of seniority.

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Governed by the evaluation process and the United Teachers of Flint contract, the JLM team is addressing this permissible activity concept. It is difficult to move teachers with limited schools. It is more important to provide a continuous improvement model with timelines for non-tenure and tenure teachers.

4. Conduct reviews to ensure that the curriculum is implemented with fidelity and is impacting student achievement.

Ongoing informal/formal reviews by teachers and data team at two weeks, five weeks, ten weeks, semesters and end of year. Formal end of the year reports to the Board of Education by SIP team and data team.

5. Implement a school wide Response to Intervention model.

District’s Learning Support Services will provide ongoing and additional professional development for Response to Scientific Research Based Intervention.

6. Provide PD to teachers/principals on strategies to support students in least restrictive environment and English language learners.

Teachers will have opportunities to attend professional development to obtain a repertoire of strategies to meet the needs of all students, i.e., differentiated instruction, Wilson Reading, Read 180, and Accelerated Math training.

7. Use and integrate technology-based interventions.

Utilize Read 180 and Accelerated Math in reading intervention and math intervention classrooms. Use EPIC Learning for credit recovery.

8. Increase rigor through such programs as AP, IB, STEM, and others.

Increase rigor with real world, hands-on, project-based activities; workshop style teaching; differentiating instruction. Develop students’ critical thinking skills in learning communities.

9. Provide summer transition programs or freshman academies.

The Go to Grade 9 (G2G9) program for incoming 9th grade students to transition to high school (Title I).

10. Increase graduation rates through credit recovery, smaller learning communities, and other strategies.

Summer school and credit recovery classes are in place. Increase rigor to improve student engagement. Offer EPIC Learning online classes for credit recovery.

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11. Establish early warning systems to identify students who may be at risk of failure.

The use of data will assist in identifying students at levels 3 and 4 on the MME and MEAP for incoming 9th graders. Use Testwiz to identify areas of high need from benchmark and formative assessments. Use data to assign students to reading and math intervention classes.

12. Partner with parents and other organizations to create safe school environments that meet students’ social, emotional, and health needs.

Mentors Committed to Excellence, Department of Social Services, 17 neighborhood churches in the Northwest Corridor, City of Flint Police, and Health Department.

13. Extending or restructuring the school day to add time for strategies that build relationships between students, faculty, and other school staff.

Extended day enrichment classes are in place through after school programs to build students’ relationships with peers and faculty. Positive Behavior Support training for staff. Year 1, teacher-student engagement in facilitation of clubs, groups and service learning activities that promotes increased learning.

14. Implementing approaches to improve school climate and discipline

Continued training in the Positive Behavior Support Model and support of Conflict Resolution-Peer Mediation.

15. Expanding the school program to offer full-day kindergarten or pre-kindergarten.

Not Applicable

16. Allow the school to be run under a new governance arrangement.

Not Applicable

17. Implement a per pupil school based budget formula weighted based on student needs.

Not Applicable

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See additional attached file (required signatures and supporting appendices)

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