Central Academy SIP09

Central Academy 2459 S. Industrial Hwy. Ann Arbor, MI 48104

(734) 822-1100 (734) 822-1101

http://www.centralacademy.net Dr. Luay Shalabi

Service Provider Global Educational Excellence

Mission Statement: ........................................................................................................... 3 Required Stakeholders ..................................................................................................... 5 COMPREHENSIVE NEEDS ASSESSMENT ................................................................... 5 Summary of School Demographic Data ................................................................................. 6

Perception Data ............................................................................................................ 8 Process Data .............................................................................................................. 14

Needs Summary ................................................................................................................ 17 Sub-group Analysis of Disaggregated MEAP Data ............................................................... 17 SCHOOL-WIDE REFORM STRATEGIES ......................................................................... 28

Student Performance Goal One ....................................................................................... 31 Student Performance Goal Two ...................................................................................... 43 Student Performance Goal Three .................................................................................... 50 Student Performance Goal Four ..................................................................................... 56 Student Performance Goal Five ...................................................................................... 67

ALTERNATIVE METHODS OF ASSESSMENT ............................................................. 78 Criteria for Selection of Title I and 31A Students ............................................................ 78 Technology Plan ............................................................................................................. 79 INSTRUCTION BY HIGHLY QUALIFIED PROFESSIONAL STAFF ................................ 81 STRATEGIES TO ATTRACT HIGH-QUALITY, ............................................................... 83 HIGHLY QUALIFIED TEACHERS TO HIGH-NEED SCHOOLS ....................................... 83 Curriculum Alignment, Implementation, & Progress ............................................................. 83 HIGH-QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT ............................. 84

Professional Development Plan: 2009-2010 ............................................................... 86 STRATEGIES TO INCREASE PARENT INVOLVEMENT ............................................. 88 Community Involvement ................................................................................................... 90

Parent -Student-Educator Compact ................................................................................. 92 PRESCHOOL TRANSTION ........................................................................................... 94 TEACHER PARTICIPATION IN MAKING ASSESSMENT DESCISIONS ...................... 95 TIMELY AND ADDITIONAL ASSISTANCE TO STUDENTS HAVING DIFFICULTLY MASTERING THE STANDARDS ................................................................................... 96 COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL PROGRAMS AND RESOURCES .................................................................................. 97 Alternative Measures of Assessment ............................................................................. 98 Structured Opportunities for Career Awareness and On the Job Learning ..................... 99 EVALUATION OF SCHOOL-WIDE PLAN ...................................................................... 99

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Mission Statement: Central Academy’s Mission is to Promote Lifelong Learning by Nurturing Academic Excellence, Positive Character and Appreciation of Cultures. History of the school with NCA CASI Central Academy has been accredited with NCA since 1998. We have continued to follow NCA accreditation process guidelines through the various cycles within their network. Each has been successful and staff involvement has been present throughout by way of attendance at NCA conferences and professional development activities provided by Modern Red Schoolhouse. An overview of the current NCA school improvement cycle Over the five year cycle beginning in September 2002, we have experienced tremendous change and growth. In 2002-2003, all staff participated on school improvement committees such as curriculum and standards, parent and community, organization and finance, professional development, and technology. As well, committee leaders participated on a school leadership team which was responsible for overseeing the activities and growth of the school. Staff also began the process of aligning and spiraling the curriculum. During 2003-2004, staff continued with the assessment process of state benchmarks through the development of performance task assessments for each unit. 2004-2005 found staff creating curriculum guides and beginning the complicated process of spiraled pacing guides for Kindergarten through Twelfth Grade. In 2005-2006 we implemented and continued to critique the pacing guides throughout the school year at every grade level. Staff participated in a quarterly analysis of the pacing guide. During the present year, staff members are pleased to see that student achievement of state benchmarks and Grade Level Content Expectations have risen and student learning has been positively impacted. These conclusions are indicated by continuous data analysis, the outcomes of student performance assessments, and student dialogue in the classroom. As we continue to grow, Central Academy has added Sheltered Instruction Observational Protocol (SIOP), which is structured on the use of differentiation in the classroom. We have also added a curriculum mapping program called ATLAS. This allows teachers to map out all curriculum and content expectations on one program. It also allows teachers to share their teaching strategies with other teachers in the district. Teachers and administrators will continue to analyze these programs to ensure increased student achievement.

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Steering Committee Membership and Operation The 2006-2007 Steering Committee is comprised of: Name Role in School Role on CommitteeKatherine Blackburn Second Grade TeacherMichelle Jess AdministratorShawn Robson Fourth Grade Teacher Committee Chair Shannon Smith High School Social Studies

Teacher and Department Head

Amy Straus Fifth Grade Teacher and Elementary Coordinator

Jaana Terhune ESL Specialist The Steering Committee meets monthly on the first Friday of every month. Teachers are provided with classroom coverage. Decisions on the Steering Committee are made through a collective collaboration process. As indicated in the above table, Steering Committee members represent each aspect of the school community. As such, committee information is disseminated through weekly grade level discussions and full staff meetings. New staff members are acquainted with NCA during initial new staff orientation meetings. School interventions are monitored through grade level meetings and data analysis. Various data sources are collected in a variety of ways throughout each school year. For example, Test Wiz provides a complete picture of a student’s progression throughout their school career at Central Academy.

Changes in the school or community during the current NCA cycle Over the past 4 years Central Academy has grown through student enrollment and has seen a change and increase in staff as a result. In addition, student demographics have continued to change and Central Academy has made adjustments to its’ academic programs. Our students’ families are immigrants with barriers to the English language, such as the home language being native to the country of origin. In addition, many of our families come from war torn countries and suffer the effects of this situation. As well, many of our students are economically disadvantaged. Central Academy does its best to provide for the individual needs of each and every student through programs such as Title I, ESL, and tutoring.

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Required Stakeholders

The community of interest in Central Academy is broad and in order to move effectively toward unified interests of all the affected members must be included in the creation, reviewing and implementation of the School Improvement Plan. Central Academy takes pride involving all stakeholders we report to the Michigan Department of Education, Central Michigan University, Global Educational Excellence, Central Academy Board, administration, staff, parents and students. When the collaborative and deep connection is made with all of these communities, they can help us ensure that the standards and benchmarks of the core curriculum are observed in our school improvement plan

COMPREHENSIVE NEEDS ASSESSMENT

Central Academy staff and administration uses all testing analysis received from the MEAP, Terra Nova, MME and Ed-Performance to guide our curriculum and our at- Risk programs. We also use Test-Wiz, a data management system, to store our testing data. We are able to retrieve information and devise a plan to make sure that all students obtain mastery in areas of need. Teachers are able to use the data to guide their instruction to provide additional assistance where needed. For example: If the data shows that third graders did not master a particular GLCE, we are able to advise the second grade teachers to focus their instruction on the missed GLCE with the current students.

Community Demographics of Central Academy

Ann Arbor is located in the southeast corner of Michigan, 36 miles west of Detroit, bordered to the north by the Huron River. Ann Arbor is in the seat of Washtenaw County and a part of the Detroit-Ann Arbor-Flint CMSA. The approximate city population is 115,214.

History of Ann Arbor

The original founders of Ann Arbor were John Allen (from Virginia) and Elisha Rumsey (from New York). On May 25, 1824, the town plot was registered with Wayne County as "Ann arbour"; this represents the earliest known use of the town's name.

Their wives' names were both Ann (in the latter case, either Ann Rumsey or Ana Rumsey, depending on the text consulted). One account states that Allen and Rumsey decided to name the settlement "Ann arbour," for their spouses (after discarding the alternative names Allensville and Anapolis) and for the stands of burr oak in the 640

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http://en.wikipedia.org/wiki/John_Allen

http://en.wikipedia.org/wiki/Virginia

http://en.wikipedia.org/w/index.php?title=Elisha_Rumsey&action=edit&redlink=1

http://en.wikipedia.org/wiki/New_York

http://en.wikipedia.org/w/index.php?title=Ann_Rumsey&action=edit&redlink=1

http://en.wikipedia.org/wiki/Bur_oak

acres (2.6 km²) of land they had purchased for $800 from the federal government. The Native Americans of the region knew the settlement as Kaw-goosh-kaw-nick, after the sound of Allen's grist mill.

Rumsey died in 1827; Allen eventually became the town's postmaster, newspaper publisher, village president, and all-around promoter.

Census

Population, 2003 estimate 114,49810,079,985 Population, percent change, April 1, 2000 to July 1, 2003 0.3%1.4% Population, 2000 114,0249,938,444 Population, percent change, 1990 to 2000 3.5%6.9% Persons under 5 years old, percent, 2000 5.0%6.8% Persons under 18 years old, percent, 2000 16.8%26.1% Persons 65 years old and over, percent, 2000 7.9%12.3% Female persons, percent, 2000 50.6%51.0% White persons, percent, 2000 (a)74.7%80.2% Black or African American persons, percent, 2000 (a)8.8%14.2% American Indian and Alaska Native persons, percent, 2000 (a)0.3%0.6% Asian persons, percent, 2000 (a)11.9%1.8% Native Hawaiian and Other Pacific Islander, percent, 2000 (a) Persons reporting some other race, percent, 2000 (a)1.2%1.3% Persons reporting two or more races, percent, 2000 3.1%1.9% Persons of Hispanic or Latino origin, percent, 2000 3.3%3.3% Living in same house in 1995 and 2000, pct 5 yrs old & over 36.7%57.3% Foreign born persons, percent, 2000 16.6%5.3% Language other than English spoken at home, pct age 5+, 2000 20.1%8.4% High school graduates, percent of persons age 25+, 2000 95.7%83.4% Bachelor's degree or higher, pct of persons age 25+, 2000 69.3%21.8% Mean travel time to work (minutes), workers age 16+, 2000 18.824.1 Housing units, 2000 47,2184,234,279 Homeownership rate, 2000 45.3%73.8% Median value of owner-occupied housing units, 2000 $181,400$115,600 Households, 2000 45,6933,785,661 Persons per household, 2000 2.222.56 Median household income, 1999 $46,299$44,667 Per capita money income, 1999 $26,419$22,168 Persons below poverty, percent, 1999 16.6%10.5%

Summary of School Demographic Data

Based on the school demographic data and information Central Academy has continued to provide the best academic guides for our teachers, staff, students and parents. As a school we have 86% of our students who are either free or reduced lunch. In our school community 42% of our students are LEP any many families are not proficient in English which causes huge academic gaps in student performance. So as a staff we have implemented Sheltered Instructional Observational Protocol (SIOP) which bridges the gap between basic communication and academic language. We have put this program in place to help our at-risk students. We provide a reading specialist for grades 1-5 and Middle school students are monitored weekly by the Assistant Principal to provide support to the students and teachers. High School students are assigned mentors to monitor behavior and grades and we have seen a significant increase in their

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http://en.wikipedia.org/wiki/Native_Americans_%28U.S.%29

grade point averages. Staff continues to meet weekly on Friday afternoons for Grade Level meetings and the discussion of programs that have been implemented. Central Academy is very proud of the use of Sheltered Instruction Observational Protocol (SIOP), which is structured on the use of differentiation. We have provided paraprofessionals to guide students that are at risk in reading comprehension. These paraprofessionals see these students two times a week for thirty minutes at a time. Central Academy has been in existence for 13 years, beginning with 95 students and now having 486. We have always met the guidelines for AYP and have continued to show growth in our MEAP and MME scores. Our staff works extremely hard in all areas of curriculum and use the item analysis from the MEAP to target the GLCEs that were not met as a whole group. Also, with the MME we work with the information given by ACT and the state to better prepare the students for college. Last year we were evaluated by North Central Accreditation in February and passed with full recommendation.

Sub-group Enrollment

Group

Total School Enrollment

Year 2005 Year 2006 Year 2007 Year 2008

# % # % # % # %

Economically Disadvantaged 305 89% 335 90% 404 86% 486 63%

Black

133 39% 98 29% 55% 105 21%

White 211 61% 235 71% 398 84% 368 75%

Hispanic 0 0% 0 0% 0 0% 0 0%

Students with Disabilities 21 6% 19 20% 23 5% 37 7%

Limited English Proficient (LEP)

180 52% 119 32% 270 57% 205 42%

Gender

Male 171 52% 188 51% 268 57% 229 47%

Female 173 48% 184 49% 204 43% 255 52%

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Perception Data

Central Academy Student Perception Summary

Student Overall many students surveyed felt that:

• many of the teachers work as a team and students can get help from their teacher • Teachers have high moral and have positive attitudes • Students feel that they are disciplined in a fair and consistent manner

Teacher Student Relationships Many of the students surveyed felt that:

• Teachers and students respect and trust each other and are taught as individuals • Nearly half of the students are in the after school tutoring program • Teachers are good role models and care about the well-being of students • Teachers encourage students to do quality work • Classroom learning expectations are high, appropriate, and achievable

Security and Management Most of the students surveyed felt that:

• Students feel safe within Central Academy • Central Academy is kept clean and in good repair • The school grounds are neat and attractive

Parent and Community-School Relationships Most students surveyed felt that:

• Nearly half of the students feel that their parents attend school meetings/activities • Nearly half of the students feel that their parents help in classroom or school activities • Nearly half of the students feel aware of community resources used in the classroom

Student Activities

• Most students at Central Academy feel like they are able to participate in school activities

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Parent Perception Summary Teachers Many of the parents surveyed feel that most of the teachers: • Have high morale and feel positively about working at Central Academy. • Have adequate support and materials to deal with my child's individual learning

needs. • Feel valued and appreciated for their efforts. Teacher Student Relationships Many of the parents surveyed feel that most of the teachers: • Respect students. • Set high but attainable goals for students. • Are willing to take the time and help students before or after school. • Are good role models. • Show concern about student's well-being. • Encourage students to do quality work. • Additional comments reveal that there are a wide range of perceptions about

Teacher/Student relationships. Administration Some parents believe that expectations are communicated to faculty, staff, students and parents in a timely fashion. Central Academy Many of the parents surveyed feel that:

• Their child is taught the necessary basic skills in their subjects. • The school provides learning activities to help my child with individual needs and

interest. • The school gives parents news about their child's accomplishments. • They are kept informed on how well their child is doing in school or of any

problems he/she may be having. • Overall, they feel very positive about having their children at Central Academy.

. Security and Management Most of the parents surveyed feel that: • Their child is safe within Central Academy.

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• The school is kept clean. • The school is in good repair. • The school grounds are neat and attractive. Parent and Community-School Relationships Just over half of the parents surveyed feel that they attend school meetings/activities and fewer help in the classroom or at school activities. Additional comments reveal some of the barriers to parental involvement that exist. Based on these results, this has been identified as an area for improvement. Student Activities Most parents said their child takes part in school activities. However, just over half use the tutoring opportunities and homework club. This has also been identified as an area for improvement. Additional comments reveal that some families are interested in more opportunities for tutoring help.

Staff Perception Summary

Teacher

• Many of the teachers surveyed feel that teachers work together as a team and have a positive relationship.

• More than half of the teachers surveyed feel that teachers have high morale and feel positively about working at Central Academy. They feel valued and appreciated for their efforts, they are empowered in policy and decision-making, and have adequate support in dealing with students who present challenging behaviors.

• However, less than a quarter of the teachers surveyed feel that teachers have adequate support and materials to deal with individual learning needs of students and new teachers receive adequate orientation, support and mentoring.

• Additional comments reveal that there are some areas related to staff support and collaboration that need improvement

Staff/ Student Relationships

• All of the teachers feel that the staff shows respect toward the students, they treat students as individuals, and encourage students to do good quality work

• The majority of the staff feels that they are willing to help students before or after school, they are good role models for students, and they will help students solve personal problems

• Additional comments reveal a positive outlook about the potential of the students and a concern about the lack of respect that students have for their teachers

Administration

More than half of the teachers surveyed feel that:

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• Expectations are communicated to faculty, staff, students and parents in a timely fashion.

• Communication between faculty and administration is frequent and effective • Administration completes fair and meaningful evaluations of each employee • Additional comments revealed that perceptions about communication between

administration and staff should be clearer. Central Academy

• Many of the teachers surveyed feel that classroom learning expectations are high, appropriate and achievable

• More than three quarters of the teachers surveyed feel that the school curriculum is appropriate to our student population

• Many of the teachers surveyed feel that disruptions to classroom learning and routines are kept to a minimum

• Additional comments revealed that there may be too much variance in expectations for students from teacher to teacher.

Security and Management

• Many of the teachers surveyed feel that the students and the staff are safe within Central Academy and the school is in good repair

• More than half of the teachers surveyed feel that the school grounds are neat and attractive and the school is kept clean

• Additional comments revealed that some staff members perceive that improvements need to be made in the area of cleanliness.

Parent and Community-School Relationships

• More than half of the teachers surveyed feel that parents attend school meetings/activities

• Less than half of the teachers surveyed feel that parents help in the classroom or at school activities or incorporate community resources within their classroom activities

• Additional comments were that the parents need to be educated about their role in the educational process.

Student Activities

• Many of the teachers surveyed feel that students are able to take part in school activities and are using tutoring opportunities

• Additional comments reveal the perception that there may need to be more student activities and more community involvement.

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Reading Needs Assessment Overall MEAP results in reading show 79% of students at the academy performing at or above grade level in the fall of 2006.

There was a decrease in fall 2007, which showed 67% performing at or above grade level.

The fall 2008 MEAP results show that there was a 1% increase performing at or above grade level. This went up from 67% to 68%.

After analyzing all of our subgroup data, the 2007 results show that our English Language Learners showed that only 47% were at or above grade level. In 2008, the results show that the same subgroup decreased by 9% to 38%. We have noticed that our English Language Learners is a subgroup that needs improvement.

We also have results from the PLAN and EXPLORE for our High School students. In 2007, which was the pilot year, our students performed “Composite together was 14.” In 2008, we increased our combined composite score to 16. We increased by 2 points.

Results from other assessments show inconsistent growth in student achievement related to reading. As an important component to increase achievement in reading and reading across the curriculum, reading has been identified as an area for Improvement.

Writing Needs Assessment

Comparison of assessment results for writing indicates that the number of students at the academy who have demonstrated increased achievement is consistent across grade levels.

In fall 2006, overall MEAP results for writing show 50% of students performing at or above grade level with particularly low scores in third grade. This is below expectations for students at the academy and below state average.

The fall 2007 MEAP results show a slight increase with 51% overall at or above grade level.

In fall of 2008, MEAP results showed an increase of 8.5% from fall of 2007. Writing continues to be identified as an important area for improvement, not only to increase writing achievement, but to increase achievement across the curriculum.

After analyzing all of our subgroup data, the 2007 results show that our English Language Learners showed that only 26% were at or above grade level. In 2008, the results show that the same subgroup increased by 13% to 39%. We still have noticed that our English Language Learners is a subgroup that needs improvement in writing.

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Math Needs Assessment

MEAP results for math in fall of 2006 indicate that overall 69% of students at the academy performed at or above grade level.

The fall 2007 results show 65% performing at or above grade level.

In fall 2008, the math MEAP scores grew 8% from 2007. This still is below expectations for students at the academy and below the state average and therefore, math has been identified as an area for improvement. The essence of this need has been determined by item analysis, local assessments, and classroom observations, and includes solving word problems and calculations.

After analyzing all of our subgroup data, the 2007 results show that our English Language Learners showed that only 52% were at or above grade level. In 2008, the results show that the same subgroup decreased by 5% to 47%. We have noticed that our English Language Learners is a subgroup that needs improvement in math.

We also have results in from the PLAN and EXPLORE from 2007 and 2008. Our students in 2007 had a combined composite score of 14. In 2008 it went to a combined score of 16. We have also put in place E2020, which is a credit recovery program for students who have failed a math course. We currently have 7% of our students enrolled who are at risk of failing, and not graduating.

Science Needs Assessment

MEAP results in fall of 2006 for science indicate that overall 64% of students at the academy performed at or above grade level.

In fall 2007 results showed that overall 57% performed at or above grade level.

In the fall MEAP 2008, there was a slight increase in scores from 2007. The growth went from 57% to 60.5%.

After analyzing all of our subgroup data, the 2007 results show that our English Language Learners showed that only 64% were at or above grade level. In 2008, the results show that the same subgroup decreased by 38% to 26%. We have noticed that our English Language Learners is a subgroup that needs much improvement in science.

This is below expectations for students at the academy and below the state average and therefore, science has been identified as an area for improvement. The essence of this need has been determined by item analysis, local assessments and classroom observations and includes scientific vocabulary and applying knowledge.

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Social Studies Needs Assessment

MEAP results for Social Studies showed that in fall 2006, overall 70% were at or above grade level.

In 2007, 66% of students performed at or above grade level. This was a 4% decrease from the previous year.

In 2008, our students again showed a decrease in achievement. 56% of the students were at or above grade level. This is well below expectations for students at the academy and below the state average and therefore, social studies has been identified as an area for improvement.

After analyzing all of our subgroup data in 2008, the results show that our English Language Learners showed our students were 38% at or above grade level. We cannot compare data from 2007 because we did not have an English Language Learner subgroup. We do know that this is still an area for improvement.

Process Data

After-school Tutoring and Homework program, Summer At Risk Program, Reading Specialist and ESL

Central Academy has had an Afterschool Tutoring Program since 2000-2001 school-year. Since its inception the percentage of students has risen according to our increase in enrollment. Afterschool tutoring in the year 2007-2008 school-year serviced 280 students out of 454 enrolled. Any student may sign up for tutoring, or by teacher recommendations. Our program runs Tuesday through Thursday from 3:15 to 4:15. We have seen a significant increase in Reading and Writing Skills in the elementary, and in our Middle School and High School the increase has been in grade point averages and in testing scores. Central Academy’s Homework club is offered to any student who would like to stay to do their homework. It is staffed by a certified teacher. The Homework Club sees 30% of the students throughout the year. This homework club helps our students who come from a language barrier home to have a certified teacher help with the academic language gap. As a staff we have seen a marked improvement in turning in homework and grades. Summer At Risk Program Our Summer At Risk program proves to be essential for our students who are not proficient on the standardize tests in grades 1-8. We are still waiting for the results as we have not taken the MEAP test yet for this year. We had 32 students who participated this summer. For our High School students we had a Credit Recovery Program, we had 15

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students who failed one semester in English and in Math. They were sophomores and freshman as the summer session finished all of our 15 students received high school credit. Reading Specialists

The reading specialist teaches 1st through 5th grade students. At-risk students are chosen to enter the program based upon the non-standardized Diagnostic Reading Assessment (DRA) and standardized tests such as the MEAP, Ed-performance or Terra Nova scores. Teacher suggestions and classroom observations are also included in this process. Students’ whose reading scores show a grade equivalent at least one-half below the norm are considered at-risk. When students reach grade level for accuracy, fluency, and comprehension they are released from the program and monitored for continued success by classroom teachers and paraprofessionals.

The reading specialist keeps records of the interventions used for each student and the level of mastery that is reached. Students are taught in either small groups of 3 to 6 students and/or occasionally one-on one. Guided reading, writing and word work mini lessons are taught based upon student advancement. Sight word assessment and practice is ongoing. The specialist works closely with teachers to advise and communicate student progress throughout the year using e-mail, meetings and written records. English as a Second Language

Our ESL program services all students who are new to the United States. It also services students who have indicated in their home language survey that English is not their first language and who have not yet scored proficient or advanced proficient in the ELPA (English Language Proficiency Assessment).

The ESL program at Central Academy follows research based strategies and State of Michigan’s English Language Proficiency Standards. Our ESL specialist uses self-contained classes, small group instruction and push-in as way to increase ESL students’ English proficiency levels. In addition, she works closely with teachers who have ESL students in their classrooms on advice and techniques to help with differentiation.

As already started in this report, Central Academy has also implemented SIOP school wide. We believe that this is greatly helping teachers reach all their students. Because of the large number of ESL students at Central Academy, we are continuously improving our ESL program and striving hard to enable all our students become proficient in English language.

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STAFF

Average Number of Years of Teacher Experience: 8 years Average Number of Years of Teachers in this School: 5 years

Number of Years Administrator in School: 12 years Central Academy employs full and part-time staff members.

All classroom teachers are highly qualified with certification in the areas in which they are teaching. The staff membership includes:

• 26 classroom teachers • 1 Special Education Teacher • 1 School Social Worker (outside contracted service) • 1 School Psychologist (outside contracted service) • 1 Speech and Language Specialist (outside contracted service) • 1 Occupational Therapy Specialist (outside contracted service) • 6 Paraprofessionals/Classroom Aides • 3 Administrative Assistant • 4 Arabic Teachers • 1 Health and Physical Education Teacher • 1 Principal • 1 Assistant Principal • 6 Auxiliary Support Staff (kitchen and custodial) • 1 Assessment Coordinator • 4 Bus Drivers • Central Academy staff is involved with school operations through after school staff

meetings. Staff is empowered through School Improvement Team meetings. The staff has opportunities to look into using research based curriculum that is learned about through professional development. Staff meetings and Professional Development is used routinely to discuss best practices in regards to our mission.

• Central Academy is safe and orderly. All staff members realize the importance of procedures and routines which are implemented immediately.

• Our disciplinary policies are in accordance with our family and student handbook. Our board approved handbook is followed for all disciplinary action. Each family is given a handbook and asked to sign the back and return it to school at the beginning of the year.

• The school climate is improving daily, particularly with the implementation of our “The Choices You Make Today Shape Your World Tomorrow” quotes read every

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morning by students and staff. The implementation of the programs has come directly from the staff so they are seeing the benefits of the hard work.

• The school is managed as a team. All members of the team have a role that they fulfill. Each team member is also flexible and prepared to help another team member when it is necessary.

Needs Summary Central Academy selected reading comprehension and writing conventions as areas of improvement. Over the past several years, teachers have been trained in ways to improve their teaching of reading and writing and have also implemented monthly assessments in both areas throughout the curriculum areas. Specifically, all teachers are focusing on using similar vocabulary and teaching strategies to implement the goals and interventions. Assessments are given to all students in both reading and writing on an ongoing basis to determine if and what improvements are being made. Thus far, staff is pleased with the student achievement results and the increased staff coordination of lesson planning, benchmark/Grade Level Content Expectations alignment, and curriculum spiraling. Staff expected to see improvements in student reading and writing levels. As indicated previously, student achievement has improved through the implementation of specific reading and writing interventions. As also indicated earlier, some students are not progressing at acceptable rates due to English language proficiency levels and/or having transient backgrounds. Based on data analysis and staff commentary Central Academy is continuing to actively promote the teaching of specific reading strategies and 6+1 Trait writing. Staff will continue to assess student performance and reflect on how teaching should be modified. As well, new research based strategies and programs may be implemented to further improve student achievement. The Steering Committee would like to thank all staff and administration who contributed their ideas and enthusiasm to the improvement of our student achievement. The committee looks forward to continued staff collaboration during future interventions.

Sub-group Analysis of Disaggregated MEAP Data

The following six graphs give a graphic representation of disaggregated data for the 3rd and 8th grades on the MEAP test. Central Academy has a student population of 472 students in grades K-12. The graph shows all of the sub-groups that the MEAP test identifies with disaggregated data.

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The Ethnic subgroup in the third grade, which consists of White not of Hispanic Origin, showed 81% were proficient in Reading, 46% were proficient in Writing, 77% were proficient in ELA, and 79% were proficient in Math. The data indicates a need for improvement in writing. For the Black not of Hispanic origin showed 70% were proficient in reading, 20% were proficient in writing, 60% were proficient in ELA and 70% proficient in Math. The data indicates that writing across the board in both ethnic groups need improvement. In 2008, which consists of White not of Hispanic Origin, showed 70% were proficient in Reading, 43% were proficient in Writing, 67% were proficient in ELA, and 88% were proficient in Math. The data indicates a need for improvement in writing. For Black not of Hispanic origin showed 80% were proficient in reading, 60% were proficient in writing, 80% were proficient in ELA and 90% proficient in Math. The data indicates that writing across the board in both ethnic groups need improvement. The data indicates the Economically disadvantaged subgroup in the third grade showed 72% proficient in Reading, Writing 20%, in ELA 60% and in Math 71%. Writing is still the problem area In 2008 the Economically disadvantaged subgroup in the third grade showed 73% proficient in Reading, Writing 49%, in ELA 70% and in Math 85%. Writing is still the problem area The data for the English Language Learners are as follows 65% were proficient in Reading, Writing 20%, in total ELA 55% and in Math 59%. As a staff we believe that a push for vocabulary through the use of Sheltered Instructional Observational Protocol (SIOP) and through more writing will improve the test scores of all English language Learners. In 2008, 58% were proficient in Reading, Writing 26%, in total ELA 58% and in Math 71%. As a staff we believe that a push for vocabulary through the use of Sheltered Instructional Observational Protocol (SIOP) and through more writing will improve the test scores of all English language Learners. The Ethnic subgroup in the Fourth Grade, which consists of White and Black not of Hispanic Origin are as follows. White population showed 81% proficient in Reading, 46% in Writing and ELA 77% proficient. In Math: 80% proficient. The Black non Hispanic: in Reading 70% proficient, Writing 20% and in ELA 60%. In Math 100% were proficient. Across the ethnic population the weakness was in writing which needs improvement. In 2008, which consists of White and Black not of Hispanic Origin are as follows. White population showed 66% proficient in Reading, 31% in Writing and ELA 66% proficient. In Math: 78% proficient. The Black non Hispanic: Not Available.

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The data indicates the Economically disadvantaged subgroup in the fourth grade showed 72% proficient in Reading, Writing 28%, in ELA 59% and in Math 87%. Writing is still the problem area. In 2008, the Economically disadvantaged subgroup in the fourth grade showed 58% proficient in Reading, Writing 27%, in ELA 58% and in Math 70%. Writing is still the problem area. The data for the English Language Learners are as follows 46% were proficient in Reading, Writing 0%, in total ELA 23% and in Math 67%. As a staff we believe that a push for vocabulary through the use of Sheltered Instructional Observational Protocol (SIOP) and through more writing will improve the test scores of all English language Learners. In 2008, the English Language Learners are as follows 28% were proficient in Reading, Writing 11%, in total ELA 28% and in Math 50%. As a staff we believe that a push for vocabulary through the use of Sheltered Instructional Observational Protocol (SIOP) and through more writing will improve the test scores of all English language Learners.

The Ethnic subgroup in the fifth grade, which consists of, which consists of White and Black not of Hispanic Origin are as follows. White population showed 72% proficient in Reading, showed 61% were proficient in Writing, 72% were proficient in ELA, and 74% were proficient in Math, 84% were proficient in Science. This data indicates that Central Academy continues to teach the curriculum and to continue to raise the scores in all areas. The Black not of Hispanic Origin did not have enough students to prepare a report. In 2008, the Ethnic subgroup in the fifth grade, which consists of, which consists of White and Black not of Hispanic Origin are as follows. White population showed 76% proficient in Reading, showed 62% were proficient in Writing, 69% were proficient in ELA, and 83% were proficient in Math, 60% were proficient in Science. This data indicates that Central Academy continues to teach the curriculum and to continue to raise the scores in all areas. The Black not of Hispanic Origin did not have enough students to prepare a report. The data indicates the Economically disadvantaged subgroup in the fifth grade, showed 67% were proficient in Reading, 52% were proficient in Writing, 62% were proficient in ELA, and 73% were proficient in Math, 73% were proficient in Science. The data indicates that the ELA area is need of improvement.

19

In 2008, the Economically disadvantaged subgroup in the fifth grade, showed 81% were proficient in Reading, 61% were proficient in Writing, 75% were proficient in ELA, and 84% were proficient in Math, 65% were proficient in Science. The data indicates that the ELA area is need of improvement. The data for the English Language Learners Subgroup for fifth grade shows not enough students who are English language Learners. In 2008, the English Language Learners Subgroup for fifth grade showed 55% were proficient in Reading, 36% were proficient in writing, 45% were proficient in ELA, 58% were proficient in math, and 25% proficient in science. The Ethnic subgroup in the sixth grade, which consists of White and Black not of Hispanic Origin are as follows. White population showed 64% proficient in Reading, showed 68% were proficient in Writing, 59% were proficient in ELA, and 58% were proficient in Math, 58% were proficient in Social Studies. The Black not of Hispanic Origin did not have enough students to disaggregate the data. In 2008, the Ethnic subgroup in the sixth grade, which consists of White and Black not of Hispanic Origin are as follows. White population showed 59% proficient in Reading, showed 74% were proficient in Writing, 59% were proficient in ELA, and 59% were proficient in Math, 59% were proficient in Social Studies. The Black non Hispanic: in Reading 82% proficient, Writing 73% and in ELA 82%. In Math 55% were proficient. 45% were proficient in Social Studies. Across the ethnic population the weakness was in writing which needs improvement. The data indicates The Economically disadvantaged subgroup in the sixth grade, showed 66% were proficient in Reading, 69% were proficient in Writing, 65% were proficient in ELA, and 54% were proficient in Math, 50% were proficient in Social Studies. The data indicates that the Math and Social Studies is in need of improvement. In 2008, the Economically disadvantaged subgroup in the sixth grade, showed 64% were proficient in Reading, 70% were proficient in Writing, 64% were proficient in ELA, and 51% were proficient in Math, 49% were proficient in Social Studies. The data indicates that the Math and Social Studies is in need of improvement. The data for the English Language Learners Subgroup for sixth grade shows not enough students who are English language Learners. In 2008, the data for the English Language Learners Subgroup for sixth grade shows not enough students who are English language Learners.

20

The Ethnic subgroup in the seventh grade, which consists of, which consists of White and Black not of Hispanic Origin are as follows. White population showed 56% proficient in Reading, showed 67% were proficient in Writing, 59% were proficient in ELA, and 64% were proficient in Math, This data indicates that Central Academy continues to teach the curriculum and to continue to raise the scores in all areas. The Black not of Hispanic Origin did not have enough students to prepare a report. In 2008, the Ethnic subgroup in the seventh grade, which consists of, which consists of White and Black not of Hispanic Origin are as follows. White population showed 73% proficient in Reading, showed 81% were proficient in Writing, 73% were proficient in ELA, and 68% were proficient in Math, This data indicates that Central Academy continues to teach the curriculum and to continue to raise the scores in all areas. The Black not of Hispanic Origin did not have enough students to prepare a report. The data indicates The Economically disadvantaged subgroup in the seventh grade, showed 59% were proficient in Reading, 66% were proficient in Writing, 59% were proficient in ELA, and 67% were proficient in Math. The data indicates that the ELA area is need of improvement. In 2008, the Economically disadvantaged subgroup in the seventh grade, showed 62% were proficient in Reading, 73% were proficient in Writing, 62% were proficient in ELA, and 61% were proficient in Math. The data indicates that the math area is need of improvement. The data for the English Language Learners in the seventh grade, are as follows 30% were proficient in Reading, Writing 40%, in total ELA 30% and in Math 27%. As a staff we believe that a push for vocabulary through the use of Sheltered Instructional Observational Protocol (SIOP) and through more writing will improve the test scores of all English language Learners. In 2008, the English Language Learners in the seventh grade, are as follows 33% were proficient in Reading, Writing 50%, in total ELA 33% and in Math 43%. The Ethnic subgroup in the eighth grade, which consists of, which consists of White and Black not of Hispanic Origin are as follows. White population showed 56% proficient in Reading, showed 56% were proficient in Writing, 50% were proficient in ELA, and 50% were proficient in Math and 50% in Science, This data indicates that Central Academy continues to teach the curriculum and to continue to raise the scores in all areas. The Black not of Hispanic Origin did not have enough students to prepare a report. In 2008, the Ethnic subgroup in the eighth grade, which consists of, which consists of White and Black not of Hispanic Origin are as follows. White population showed 55%

21

proficient in Reading, showed 69% were proficient in Writing, 59% were proficient in ELA, and 65% were proficient in Math and 48% in Science. The Black non Hispanic: in Reading 80% proficient, Writing 64% and in ELA 80%. In Math 80% were proficient. 73% were proficient in Science. The data indicates the Economically disadvantaged subgroup in the eighth grade, showed 60% were proficient in Reading, 65% were proficient in Writing, 55% were proficient in ELA, and 55% were proficient in Math and 60% in Science the data indicates that the ELA and Math areas are in need of improvement. In 2008, the Economically disadvantaged subgroup in the eighth grade, showed 58% were proficient in Reading, 68% were proficient in Writing, 61% were proficient in ELA, and 63% were proficient in Math and 50% in Science the data indicates that the ELA and Math areas are in need of improvement. The data for the English Language Learners in the eighth grade, are as follows 45% were proficient in Reading, Writing 64%, in total ELA 45% and in Math 55%and in Science 64%. As a staff we believe that a push for vocabulary through the use of Sheltered Instructional Observational Protocol (SIOP) and through more writing and reading will improve the test scores of all English language Learners. In 2008, the English Language Learners in the eighth grade, are as follows 17% were proficient in Reading, Writing 46%, in total ELA 25% and in Math 43% and in Science 27%.

22

4th Grade Econ. Dis. '07

Econ. Dis. '08

Ethnicity White '07

Ethnicity White '07

Ethnicity Black '07

*Ethnicity Black '08 LEP '07 LEP '08

AYP target '07 AYP target '08

Reading 72 58 65 66 90 46 28 Writing 28 27 30 31 20 0 11 ELA 59 58 48 66 80 23 28 59 59 Math 87 70 80 78 100 67 50 65 65

0

20

40

60

80

100

120

Reading

Writing

ELA

Math

* In 2008, there were no African Americans in fourth grade.

23

5th Grade Econ. Dis. Econ. Dis. '08

Ethnicity White '07

Ethnicity White '08

*Ethnicity Black '07

*Ethnicity Black '08 LEP '07 LEP '08


Reading 67 81 72 76 55

Writing 52 61 61 62 36

ELA 62 75 72 69 45 59 59

Math 64 84 74 83 58 65 65

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Reading

Writing

ELA

Math

*In 2007 and 2008 there were no African Americans and LEP's in fifth grade.

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Econ. Dis. '08

Ethnicity White '07

Ethnicity White '08

Ethnicity Black '07

Ethnicity Black '08 LEP '07 LEP '08


Reading 65 64 64 59 82 Writing 69 70 68 74 73 ELA 65 64 59 59 82 54 54 Math 54 51 67 59 55 18 54 54

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Reading

Writing

ELA

Math

* In 2007 there were no African Americans and LEP's in sixth grade.

25


Econ. Dis. '08

Ethnicity White '07

Ethnicity White '08

Ethnicity Black '07



Reading 59 62 56 73 30 33 Writing 66 73 67 81 40 50 ELA 59 62 59 73 30 33 54 54 Math 67 61 64 68 27 43 54 54

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Reading

Writing

ELA

Math

* In 2007 and 2008 there were no African Americans in seventh grade.

26


Econ. Dis. '08

Ethnicity White '07

Ethnicity White '08

Ethnicity Black '07



Reading 60 58 56 55 80 45 17 Writing 65 68 56 69 64 64 46 ELA 55 61 50 59 80 45 25 54 54 Math 55 63 50 65 80 55 43 54 54

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Reading

Writing

ELA

Math

* In 2007 there were no African Americans in eighth grade.

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SCHOOL-WIDE REFORM STRATEGIES Below is an outline of the goals the Academy will focus on throughout the school year in an effort to improve the achievement rate among the student body. There are goals, objectives, and strategies for Reading, Writing, Math, Science, and Social Studies. Data analysis and concluding discussions are included with each goal.

READING STRATEGIES

Objective Title: English Language Learners: Increased Achievement in Reading Comprehension Strategy: Teachers will use a reading comprehension programs that include making connections, using context clues and cause and effect to increase reading comprehension. Strategy Title: Reading Comprehension Program Objective Title: English Language Learners: Increased Achievement in Reading Comprehension Strategy: Paraprofessionals and/or Reading Specialists will reinforce comprehension strategies in small group instruction. Strategy Title: Small Group Instruction Objective Title: Increased Achievement in Reading Comprehension Strategy: All teachers will use graphic organizers as a reading response activity to improve reading comprehension. Strategy Title: Graphic Organizers Objective Title: English Language Learners: Increased Achievement in Reading Comprehension Strategy: All teachers will integrate technology with the use of video streaming and computers in the classroom to increase reading comprehension for all students. Strategy Title: Integrating Technology

WRITING STRATEGIES

Objective Title: Increased Organization in Writing Strategy: Teachers will use writing programs that include 6-traits in a writing workshop format that will include genre as the basis for generating ideas to increase organization in writing. Strategy Title: Writing Program

28

Objective Title: Increased Organization in Writing Strategy: Teachers will use modeling, peer editing and self-editing as it relates to organization in wring. Strategy Title: Modeling and Editing Objective Title: Increased Organization in Writing Strategy: Teachers will use graphic organizers to improve student organization in writing. Strategy Title: Graphic Organizer Objective Title: Increased Organization in Writing Strategy: Reading Specialists will reinforce organization strategies in small group instruction while writing. Strategy Title: Small Group Instruction

MATH STRATEGIES

Objective Title: Improved Math Computations and Conceptualizations Strategy: All teachers will integrate technology with the use of calculators and computers in the classroom to increase mathematical conceptualizations and computations for all students. Strategy Title: Integrating Technology Objective Title: Improved Math Computations and Conceptualizations Strategy: Teachers will use word problems daily to improve conceptualizations and computations for all students. Strategy Title: Word Problems Objective Title: Improved Math Computations and Conceptualizations Strategy: Teachers will integrate mathematics across the curriculum. Strategy Title: Math Integration Objective Title: English Language Learners: Improved Math Computations and Conceptualizations Strategy: Paraprofessionals will reinforce vocabulary, computations, and conceptualizations to English Language Learners in small groups. Strategy Title: Small Group Instruction Objective Title: English Language Learners: Improved Math Computations and Conceptualizations Strategy: Teachers will use graphic organizers to improve computations and conceptualizations in math.

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30

Strategy Title: Graphic Organizers

SCIENCE STRATEGIES Objective Title: Increased Application of Scientific Knowledge Strategy: Teachers will integrate scientific language into everyday situations to solve problems and find answers. Strategy Title: Scientific Knowledge Objective Title: Increased mastery of Scientific Vocabulary Strategy: Teachers will focus on scientific vocabulary, which will include a science “word of the week” and use of scientific vocabulary across content areas. Strategy Title: Scientific Vocabulary Objective Title: Increased Application of Scientific Knowledge Strategy: Teachers will use graphic organizers to improve scientific knowledge and vocabulary. Strategy Title: Graphic Organizers

SOCIAL STUDIES STRATEGIES Objective Title: Increased Achievement in Geography Strategy: Teachers will integrate geography across all content areas including art and technology. Strategy Title: Geography Integration Objective Title: Increased Achievement in Geography Strategy: Teachers will use globes, maps, atlases, and almanacs to improve geography skills for all students. Strategy Title: Geography Tools Objective Title: Increased Achievement in Geography Strategy: Teachers will use graphic organizers to improve geography skills. Strategy Title: Graphic Organizers

Central Academy

Student Performance Goal One

School Improvement Action Plan

School: Central Academy Date: November 6, 2006 Updated: May 2009 Goal Statement: All school students will increase their reading comprehension across the curriculum. Essence: 1. Context Clues 2. Connections 3. Cause and Effect Support Data (used to select the goal): 1. MEAP Scores 2. DRA & QRI 3. Terra Nova & Ed Performance

Standardized Assessment(s): 1. MEAP (October: Grades 3-9; March: Grade 11) 2. Ed Performance (Grades 3-12)

Local Assessment(s): 1. DRA (Fall, Spring: Grades 1 -5) 2. Pre-imposed reading assessments

throughout the year

Objective: Students will use specified reading comprehension strategies to understand text.

Research supporting this strategy/intervention: Beers, Kylene. (2002) When Kids Can’t Read: What Teachers

can Do. Heinemann. Burke, Jim. (2000) Reading Reminders: Tools, Tips, &

Techniques. Heinemann. Tovani, Chris. (2000) I read It, But I Don’t Get It.

Stenhouse. Tovani, Chris. (2004) Do I Really Have to Teach Reading.

Stenhouse. Campbell, Cherry. (1998) Teaching Second Language Writing.

31

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32

Heinle. Anderson, Neil. ((1999) Exploring Second Language Reading.

Heinle. Becker, Helene. (2001) Teaching ESL K-12. Heinle.

Strategies to implement the intervention (including professional development) such as:

Person(s) Accountable

Timeline Begin End

Resources

1. Teachers will use content appropriate materials for read-aloud at least once a week.

2. Teachers will model text-text, text-self and text-world connections and other reading comprehension strategies and use activities to support those strategies that will include the integration of technology. 3. Teachers will use cause and effect strategies in all content areas. 4. Teachers will model strategies to identify context clues in reading. 5. To support the intervention the staff will provide the following: TAT

meetings, At-risk meetings, ELL Staff, and Reading Specialist.

6. Teachers will use DRA scores(K-5), teacher observations, and journal writing to assess increased student learning.

7. Teachers will attend school sponsored, professional development conferences appropriate to grade level on reading strategies.

Classroom teachers Classroom teachers Classroom teachers Classroom teachers All Staff and Administration Classroom teachers/Reading specialist Classroom teachers

Nov. 2006 Nov. 2006 Nov. 2006 Nov. 2006 Nov. 2006 Nov. 2006 Nov. 2006

June 2012 June 2012 June 2012 June 2012 June 2012 June 2012 June 2012

Grade level, Content specific reading materials Additional classroom computers and projection equipment Cause & Effect graphic organizers Making Meaning Comprehension Program Research based intervention materials Developmental Reading Assessment Various workshops & conferences

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8. Teachers will use a reading comprehension programs that include making connections, using context clues and cause and effect to increase reading comprehension.

9. Paraprofessionals and/or Reading Specialists will reinforce

comprehension strategies in small group instruction.

10. All teachers will use graphic organizers as a reading response activity to improve reading comprehension.

11. All teachers will integrate technology with the use of video streaming and computers in the classroom to increase reading comprehension for all students.

Classroom teachers Paraprofessional & Reading specialist Classroom teachers Classroom teachers

Nov. 2006 Sept. 2008 Sept. 2008 Sept. 2008

June 2012 June 2012 June 2012 June 2012

Making Meaning Comprehension Program A-Z Reading, Hooked-on-Phonics Grade level, Content specific reading materials Computers, United Streaming, Starfall

Presentation and Analysis of Data:

Central Academy

MEAP Reading 2005-2006

0%10%20%30%40%50%60%70%80%90%

3rd 4th 5th 6th 7th 8th

Grade Level

Perc

enta

ge Exceed/Met

BasicApprentice

The 2005-2006 MEAP results show that a majority of our students are exceeding or meeting reading standards at their grade level. Since Central Academy has a large population of ELL students, teachers in all grade levels must continue to teach the essential reading comprehension strategies.

34

Central Academy

MEAP Reading 2006-2007

0%10%20%30%40%50%60%70%80%90%


Grade Level

Perc

enta

ge Exceed/Met

BasicApprentice

The above graph shows the number of students achieving each level on the MEAP test, 2006-2007. Results indicate that the number of students in Grades 3-8, who are exceeding or meeting standards, is increasing consistently across grade levels. This graph shows that reading strategies implemented previously illustrate an increase in students’ reading comprehension.

35

Central Academy

36

0

10

20

30

40

50

60

70

80


Percen

tage

Grade Level

MEAP READING 2007‐2008

Advanced/Proficient

Partially Proficient

Not Proficient0

10

20

30

40

50

60

70

80


Grade Level

Percen

tage

MEAP READING 2008‐2009

Advanced/Proficient

Partially Proficient

Not Proficient

The above graph shows the number of students achieving each level on the MEAP test, 2007-2008. Results indicate that the number of students in Grades 3-8, who are exceeding or meeting standards, is increasing consistently across grade levels. This graph shows that reading strategies implemented previously illustrate an increase in students’ reading comprehension.

Central Academy

37

The above graph shows the number of students achieving each level on the MEAP test, 2008-2009. Results indicate that the number of students in Grades 3-8, who are exceeding or meeting standards, is increasing consistently across grade levels. This graph shows that reading strategies that was implemented in previous continues to illustrate an increase in students’ reading comprehension.

Central Academy

Diagnostic Test Report: Reading Central Academy: Ed Performance 2007‐2008

Mean Scaled Score Grade Level Equivalent

38

The Ed Performance chart and graph above represent the grade level equivalencies between grades 3-9. It shows that the Academy’s students continue to show growth according to grade level equivalency and mean scaled score. However, there is a slight decrease between grades 7 and 8. We believe that this is a result of an increase in new student enrollment—including many ELL students.

Grade 3 2114 3 Grade 4 2365 3.5 Grade 5 2488 5 Grade 6 2604 6 Grade 7 2721 6.8 Grade 8 2676 6

8 Grade 9 3128

Central Academy

Mean Scaled Score

Mean Scaled Score

Grade 3 2197 3Grade 4 2318 4.5Grade 5 2465 5Grade 6 2468 5Grade 7 2530 5

39

Central Academy DRA CHART 2007

0

1

2

3

4

5

Grade 4 Grade 5 Grade

Grade

Level Equ

ivalen

t

Grade

Ed Performance Language

6 Grade 7 Grade 8

Level Tested

Arts 2008‐2009

Grade 8 2576 5

As of the 2008-2009 school year Ed Performance changed its Reading sub-group to a Language Arts sub-group. Therefore, we are unable to compare our growth in reading achievement with data from previous years. This graph represents a steady growth in Language Arts in grades 4-6. However, in Middle School, the Academy’s students have shown little improvement in the Language Arts sub-group.

Central Academy

40

AT / ABOVE GRADE LEVEL OR BELOW LEVEL

DRA Results Fall 2007

At/Above Grade Level

Below Grade Level

Total

Lower Elementary Grades 1-2

54 students 65%

29 students 35%

Total Students 83

Upper Elementary Grades 3-5

58 students 56%

45 students 44%

Total Students 103

Total Across the Elementary

112 students 60%

74 students 40%

Total Students 186

The table above shows the results from the 2007 Developmental Reading Assessment (DRA). This data depicts that more than 60% of its Elementary students are at or above grade level. We have noticed that a majority of our students that are below grade level are our At-Risk students. It is our goal to increase support for these students. As this intervention continues, we are expecting improvements in the future DRA scores.

Central Academy DRA CHART 2008

Central Academy

41

AT / ABOVE GRADE LEVEL OR BELOW LEVEL DRA Results Fall 2008

At/Above Grade Level

Below Grade Level

Total

Lower Elementary Grades 1-2

66 students 67%

32 students 33%

Total Students 98

Upper Elementary Grades 3-5

88 students 68%

42 students 32%

Total Students 130

Total Across the Elementary

154 students 68%

74 students 32%

Total Students 228

The table above shows the results from the 2008 Developmental Reading Assessment (DRA). This data indicates that more than 68% of its elementary students are at or above grade level. The majority of our students that are below grade level are our at-risk students. Additional support has been implemented to improve At-risk student reading achievement. As this intervention continues, we are expecting even greater improvements in the future DRA scores. This is significantly higher than 60% in 2007. Concluding discussion

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School wide staff is very excited about the promotion of pre and post reading strategies in each subject area and at each grade level. As a whole, staff feels that students are becoming more successful and continues to see growth in reading comprehension. Our reading comprehension goal is ongoing and active throughout the next NCA cycle. Staff will continue to assess and critique the reading strategies taught within their lessons, correlating and modifying these lessons according to data analysis, pacing guide changes, and benchmark/Grade Level Content Expectation coverage throughout each grade level.

Central Academy

Student Performance Goal Two


School: Central Academy Date: November 6, 2006 Updated: May 2009 Goal Statement: All school students will improve their writing conventions across the curriculum. Essence: 1. Organization 2. Ideas Support Data (used to select the goal): 1. MEAP Scores 2. ELPA 3. Teacher Observations

Standardized Assessment(s): 1. MEAP (October: Grades 3-9; March: Grade 11) 2. ELPA (Spring: K-12)

Local Assessment(s): 1. 6 Trait Rubrics One Additional Assessment: ELPA

43

Objective: Teachers will be trained in 6 Traits of Writing and will incorporate them during writing workshop and across the curriculum.

Research supporting this strategy/intervention: A randomized experimental study was conducted in 2003-2004 in grades 4 to 6 to determine the extent to which a two-day workshop on the 6+1 Trait Writing model affected teacher practices and student achievement. Systematic research studies like the one conducted in 1992-1993 in Portland, Oregon where six fifth grade classrooms were selected to study the effect of teaching the six analytic traits to students. The results from pre and post tests revealed large differences in writing performance between the two groups.



Timeline Begin End

Resources

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1. Teachers will teach writing workshops using the 6 + 1 Writing Traits. 2. Teachers will model writing and evaluating quality papers using the 6

rubric.

3. Peer editing and self-editing will be used as a regular part of the writing workshop with the use of the 6 traits rubrics.

4. The use of technology will be integrated into the teaching of writing.

5. Teachers will attend school sponsored, professional development

conferences on Writing workshops and the use of the 6 traits of writing.

6. Para-Professionals will assist in the use of the 6+1 Traits.

7. After school tutoring program will be used to supplement/reinforce the teaching of 6+1 Traits.

8. Teachers will design and implement monthly thematic writing tasks using graphic organizers on MEAP reference themes and guidelines.

9. Teachers will use writing programs that include 6-traits in a writing workshop format that will include genre as the basis for generating ideas to increase organization in writing.

Classroom Teachers Classroom Teachers Classroom Teachers Classroom Teachers Administration Classroom Teachers Tutoring Coordinator Classroom Teacher Classroom Teacher Classroom

Jan. 2007 March 2007 April 2007 Fall 2008 Sept. 2006 Jan. 2007 Sept. 2007 Dec./ Jan. 2007 Sept. 2008 Sept.

June 2012 June 2012 June 2012 June 2012 June 2012 June 2012 June 2012 June 2012 June 2012 June

6+1 Writing Material 6+1 Writing Material 6+1 Writing Material Additional classroom computers and projection equipment 6+1 Writing Material 6+1 Writing Material, MEAP material Academy created writing prompts 6+1 Writing Material 6+1 Writing

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10. Teachers will use modeling, peer editing and self-editing as it relates to organization in writing.

11. Teachers will use graphic organizers to improve student organization in

writing. 12. Reading Specialists will reinforce organization strategies in small group

instruction while writing.

Teacher Classroom Teacher Reading Specialists

2008 Sept. 2008 Sept. 2008

2012 June 2012 June 2012

Materials, Teacher created organizational tools Graphic organizers relating to writing Various intervention materials along with graphic organizers

Presentation and Analysis of Data:

Central Academy

MEAP Writing 2005-2006

0%10%20%30%40%50%60%70%80%90%

100%


Grade Level

Perc

enta

ge Exceed/MetBasicApprentice

The MEAP results above show that the majority of middle school students have Exceeded or Met standards. However, the academy needs to provide teachers with strategies to continue working with elementary students on using the 6 + 1 writing traits to ensure that they will be able to increase writing achievement for students in grades 3-5.

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Central Academy

MEAP Writing 2006-2007

0%10%20%30%40%50%60%70%80%90%


Grade Level

Perc

enta

ge Exceed/MetBasic

Apprentice

The above MEAP data shows the number of students achieving each level on the MEAP test, 2006-2007. The results indicate that the academy needs to continue to work on including the 6+1 trait writing into each grade level’s curriculum. The academy acknowledges that the results are not meeting the expectations of the state or the academy. Therefore, teachers will pay special attention on implementing these strategies among the subgroups (ELL, Special Ed, and at-risk students), writing across curriculum, and the essences mentioned in the academy’s school improvement plan.

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60

70

80MEAP WRITING 2007‐2008

Central Academy

The above graph of MEAP data shows the percent of students achieving each level on the MEAP test, 2007-2008. Results indicate that most grade levels improve each year. Teachers will continue to pay special attention on implementing these strategies among the subgroups (ELL, Special Ed, and at-risk students), writing across curriculum, and the essences mentioned in the academy’s school improvement plan to increase student achievement in writing.

48MEAP WRITING 2008‐2009

60

70

80

50e

Central Academy

The above graph of MEAP data shows the percentage of students achieving each level on the MEAP test, 2008-2009. Results indicate that most grade levels improve each year. Teachers will continue to pay special attention on implementing these strategies among the subgroups (ELL, Special Ed, and at-risk students), writing across curriculum, and the essences mentioned in the academy’s school improvement plan to increase student achievement in writing.

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Central Academy Concluding discussion School wide staff is very excited about the introduction of 6+1 Trait writing in each subject area and at each grade level. As a whole, staff feels that students are becoming more successful and continues to see growth in their writing, specifically in their organization and ideas. Our writing conventions goal is ongoing and active. Staff will continue to assess and critique the 6+1 focus that is taught within their lessons, correlating and modifying these lessons according to data analysis, pacing guide changes, and benchmark/Grade Level Content Expectation coverage throughout each grade level.

Student Performance Goal Three


50

Central Academy

School: Central Academy Date: November 6, 2006 Updated: May 2009 Goal Statement: All school students will improve in their understanding of mathematical computations and conceptualizations Essence: 1. Word Problems 2. Calculations Support Data (used to select the goal): 1. MEAP Scores (Grades 3-8) 2. MME 3. Teacher Observations

Standardized Assessment(s): 1. MEAP (October:

Grades 3-8) 2. MME (March: Grade

11)

Local Assessment(s): 1. Individual Classroom assessment One Additional Assessment:

Objective: Teachers will focus on integrating the five strands of mathematics into their teaching.

Research supporting this strategy/intervention:

Jitendra, Asha K.; Xin, Yan Ping, (1997), Mathematical word-problem-solving instruction for students with mild disabilities and students at risk for math failure: a research synthesis, The Journal of Special Education v. 30


51


Timeline Begin End

Resources

1. Teachers will include word problems in their daily lessons, integrating

math across the curriculum.

2. Teachers will integrate the use of technology with math instruction.

Classroom teachers Classroom teachers

Sept. 2007 Sept. 2007

June 2012 June 2012

Class sets of calculators Additional classroom

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52

3. Teachers will actively point out the connections between current lessons

and previous lessons.

4. Teachers will actively model and teach the use of calculators to solve math calculations.

5. All teachers will integrate technology with the use of calculators and computers in the classroom to increase mathematical conceptualizations and computations for all students.

6. Teachers will use word problems daily to improve conceptualizations and

computations for all students.

7. Teachers will integrate mathematics across the curriculum.

8. Paraprofessionals will reinforce vocabulary, computations, and conceptualizations to English Language Learners in small groups.

9. Teachers will use graphic organizers to improve computations and conceptualizations in math.

Classroom Teachers (Grades 4+) Classroom teachers Classroom teachers Classroom teachers Classroom teachers Paraprofessionals Classroom teachers

Sept. 2007 Sept. 2007 Sept. 2008 Sept. 2008 Sept. 2008 Sept. 2008 Sept. 2008

June 2012 June 2012 June 2012 June 2012 June 2012 June 2012 June 2012

computers and projection equipment Calculators Calculators Academy created MEAP companion Various resources Various hands-on manipulatives Graphic organizers

Central Academy Presentation and Analysis of Data:

The above graph of 2005, 2006, 2007, 2008 school years of MEAP data show the percentage of students achieving each level on the MEAP test. The data represents that more than 52% of our population is meeting or exceeding expectations. However, there is a slight decrease in the transition year between fifth and sixth grade. In order to improve in mathematics, teachers are working on smoothing the transition to Middle School for students. This will be accomplished by incorporating more hands-on math activities to improve conceptualization which is also part of the Academy’s School Improvement Plan.

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Class of 2013

Grade 8

Class of 2014

Grade 7

Class of 2015

Grade 6

Class of 2016

Grade 5

Class of 2017

Grade 4

Class of 2018

Grade 3

Percen

tage

Classes

MEAP Cohorts

2005

2006

2007

2008

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Diagnostic Test Report: Math

Mean Scaled Score Grade Level Equivalent

Grade 3 2133 3 Grade 4 2270 4 Grade 5 2340 4.8 Grade 6 2420 5.6

The Ed Performance chart and graph above represents the grade level equivalencies between grades 3 – 9. This data shows that the students are at or above grade level in grades 3 -5, and has a slight decrease in grades 6-8. We realize the transition period from elementary to middle school is difficult because of the change in the math programs. Up to fifth grade students are receiving Everyday Mathematics, in grades 6 and 7 the math program changes to McDougal Littell, and again in eighth grade it changes to Glencoe. The academy realizes it needs to ease the transition between these grades by focusing on calculations and computations, which are in the school’s School Improvement Plan.

Grade 7 2556 6.5 Grade 8 2573 7

11 Grade 9 2920

Central Academy

0

500

1000

1500

2000

2500

3000

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade

Level Equ

ivalen

t

Grade Level Tested

Ed Performance Math 2008‐2009 Mean Scaled Score S.D. Grade Level Equivalent

Grade 3 2094 27 3 Grade 4 2249 29 4 Grade 5 2394

25 5

Grade 6 2442 33 6 Grade 7 2498 31 6.7

34 7.5

Grade 8 2606 The Ed Performance chart and graph above represents the grade level equivalencies between grades 3 – 9. This data shows that the students are at or above grade level in grades 3, 4, 5, and 6. Grades 7 and 8 are only slightly below grade level. Up to fifth grade students are receiving Everyday Mathematics, in grades 6 and 7 the math program changes to McDougal Littell, and again in eighth grade it changes to Glencoe. The academy realizes it needs to ease the transition between these grades by focusing on conceptualizations by using hands-on activities to enhance students’ learning.

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Student Performance Goal Four


School: Central Academy Date: November 6, 2006 Updated: May 2009 Goal Statement: All school students will improve their capacity to reason and inquire in Science. Essence: 1. Vocabulary 2. Applying knowledge Support Data (used to select the goal): 1. MEAP Scores (Grade 5, 8) 2. MME/PLAN/EXPLORE 3. Teacher Observations

Standardized Assessment(s): 1. MEAP (October: Grades 5, 8 )

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2. MME


Objective: Teachers will focus on reasoning and inquiry during science lessons.

Research supporting this strategy/intervention: Palincsar, Annemarie Sullivan. ; Collins, Kathleen M. ; Marano, Nancy L. , (2000), Investigating the engagement and learning of students with learning disabilities in guided science inquiry teaching, Language, Speech, and Hearing Services in Schools v. 31 no3



Timeline Begin End

Resources

1. A science word of the week will be read each Monday and students will

have the opportunity to write sentences for the announcements.

Administration and students

Sept. 2007

June 2012

Palincsar, Annemarie Sullivan. ; Collins, Kathleen M. ; Marano, Nancy L. , (2000),

http://firstsearch.oclc.org.ezproxy.emich.edu/WebZ/FSQUERY?searchtype=hotauthors:format=BI:numrecs=10:dbname=EducationAbs::termh1=Palincsar%5C%2C+Annemarie+Sullivan.:indexh1=au%3D:sessionid=fsapp14-39508-f1gihmw9-q9256w:entitypagenum=36:0:next=html/records.html:bad=error/badsearch.html

http://firstsearch.oclc.org.ezproxy.emich.edu/WebZ/FSQUERY?searchtype=hotauthors:format=BI:numrecs=10:dbname=EducationAbs::termh1=Collins%5C%2C+Kathleen+M.:indexh1=au%3D:sessionid=fsapp14-39508-f1gihmw9-q9256w:entitypagenum=36:0:next=html/records.html:bad=error/badsearch.html

http://firstsearch.oclc.org.ezproxy.emich.edu/WebZ/FSQUERY?searchtype=hotauthors:format=BI:numrecs=10:dbname=EducationAbs::termh1=Marano%5C%2C+Nancy+L.:indexh1=au%3D:sessionid=fsapp14-39508-f1gihmw9-q9256w:entitypagenum=36:0:next=html/records.html:bad=error/badsearch.html







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2. Teachers will incorporate multiple choice content questions into daily

lessons.

3. Teachers will model and teach strategies for applying science knowledge to different contexts.

4. Teachers will integrate scientific language into everyday situations to solve

problems and find answers.

5. Teachers will focus on scientific vocabulary, which will include a science “word of the week” and use of scientific vocabulary across content areas.

6. Teachers will use graphic organizers to improve scientific knowledge and

vocabulary.

Classroom Teachers Classroom Teachers Classroom teachers Classroom teachers Classroom teachers

Sept. 2007 Sept. 2007 Sept. 2008 Sept. 2008 Sept. 2008

June 2012 June 2012 June 2012 June 2012 June 2012

Investigating the engagement and learning of students with learning disabilities in guided science inquiry teaching, Language, Speech, and Hearing Services in Schools v. 31 no3

FOSS materials Word Walls Word Walls Science specific graphic organizers

Central Academy Presentation and Analysis of Data: I t e m A n a l y s i s G r a p h b y C l a s s M E A P G r a d e 5 F a l l 2 0 0 8 - S c i e n c e

According to the 2008 grade 5 MEAP item analysis, the Academy follows a similar pattern as the state averages. Academy students show greatest success in the areas of Physical Science and Constructed Response. 58

Central Academy I t e m A n a l y s i s G r a p h b y C l a s s M E A P G r a d e 5 F a l l 2 0 0 7 - S c i e n c e

The Science grade 5 MEAP item analysis is consistent with previous scoring patterns in which the Academy students remain near or meet state averages. Earth Science and Life Science appear to be the strong points upon reflecting on the data.

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This grade 5 fall 2006 MEAP science graph shows that Central Academy’s students’ answers are closely reflecting the state average. However, it is evident that students still struggle with concepts that are unfamiliar to them because of cultural background differences. For example, weather conditions and safety concerns about bad weather are very different in Michigan than they are in the Middle East. The academy believes that students are able to improve their reasoning capacity and ability to inquire through a systematic teaching of science vocabulary and real life hands-on experiments.

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This grade 5 fall 2005 MEAP science graph shows that Central Academy’s students are struggling with physics and constructed response items. Some of these struggles may be due to cultural differences and educational backgrounds of the academy’s population that comes from overseas. It is therefore recommended that teachers use more hands-on experiments when demonstrating physics concepts to enhance the students’ knowledge of that science component. The academy believes that this will increase the students’ capacity to reason and inquire in science.

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According to the 2008 grade 8 MEAP item analysis, the Academy students show strengths in the areas of Earth Science and Constructed Response. Continued improvement in the areas of Physical Science is needed.


63

The grade 8 Fall 2007 MEAP item analysis indicates strong Physical Science and Earth Science skills. Students are developing growth in the areas of Constructed Response and Life Science. Continued work on Vocabulary in all subjects is recommended.


This grade 8 fall 2006 MEAP science graph shows that Central Academy’s students have made improvements from the previous year. The academy’s students are now closely reflecting the state average. It is still, however, recommended that teachers continue to work on science vocabulary and pay special attention to earth science and its vocabulary, in order for students to increase their capacity to reason and inquire.

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This grade 8 fall 2005 MEAP science graph shows that Central Academy’s students’ achievement is inconsistent. Students are struggling with constructed response items, and other items that require reflecting and inferring. Therefore, teachers will need to continue to work on practicing how to apply the knowledge that students are learning in class. It is essential that new vocabulary is taught clearly and in practical ways to enhance ELL—and other—students’ science comprehension. 65

Central Academy C l a s s M M E G r a d e 1 1 S p r i n g 2 0 0 7 - S c i e n c e

The grade 11 Spring 2007 MME results for science indicate that 20% of the Academy students were successful in achieving a 2 on the test.

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Student Performance Goal Five


School: Central Academy Date: November 6, 2006 Updated: May 2009 Goal Statement: All school students will improve in their understanding of the five themes of geography Essence: 1. Location 2. Place Support Data (used to select the goal): 1. MEAP Scores (Grade 6,9) 2. MME 3. Teacher Observations

Standardized Assessment(s): 1. MEAP (October: Grades 6,9 )


Objective: Teachers will focus on the five themes of geography and will include lessons on geography across the curriculum.

Research supporting this strategy/intervention: Akande, M. Oke, (2003), The Efficacy of Literature in Geography, Journal of Social Studies Research v. 27 no2



Timeline Begin End

Resources

1. The school will introduce city, state, country, and world maps into the

main hallway.

2. Student created geography focused bulletin boards will be researched and created and on display in the school.

Administration Classroom Teachers and students

Sept. 2007 Sept. 2007

June 2012 June 2012

Akande, M. Oke, (2003), The Efficacy of Literature in Geography, Journal of Social Studies Research v. 27 no2

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3. Teachers will integrate geography with other content areas. 4. Teachers will integrate geography across all content areas including art

and technology. 5. Teachers will use globes, maps, atlases, and almanacs to improve

geography skills for all students.

6. Teachers will use graphic organizers to improve geography skills.

Classroom teachers Classroom teachers Classroom teachers Classroom teachers

Sept. 2008 Sept. 2008 Sept. 2008 Sept. 2008

June 2012 June 2012 June 2012 June 2012

Read-alouds Computer lab, internet Globes, maps, atlases & Daily Geography Practice Various types of maps

Central Academy Presentation and Analysis of Data: I t e m A n a l y s i s G r a p h b y C l a s s M E A P G r a d e 6 F a l l 2 0 0 8 - G e o g r a p h y S t r a n d

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According to the item analysis for grade six MEAP 2008, the Academy finds that students continue to struggle with Human/Environment GLECs. However, the Academy shows improvement in Places/Connections.

Central Academy I t e m A n a l y s i s G r a p h b y C l a s s M E A P G r a d e 6 F a l l 2 0 0 7 - G e o g r a p h y S t r a n d

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For the 2007-2008 school year the Academy experienced a large growth in new students enrollment in grade 6. This would explain the decrease in overall performance on the 2007 grade 6 MEAP.


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This grade 6 fall 2006 MEAP geography strand graph shows that Central Academy’s students’ struggle with questions that require extensive writing and reasoning skills. This is reflective of the essences identified in the academy’s school improvement plan under writing. Therefore, the academy’s teachers will focus on writing across the curriculum and carry the cause and effect strand into social studies content area as well.


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This grade 6 fall 2005 MEAP geography strand graph shows that Central Academy’s students’ are not far below the state average. Certain questions that focus on unfamiliar places for the students, and are asking for reasoning abilities, continue to be difficult for the academy’s students. The academy has implemented certain activities to help the students get more familiar with different places and locations of the world. In addition, writing across the curriculum will also improve the students’ ability to reason; make comparisons and conclusions in the area of geography.


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According to the item analysis for grade 9 MEAP 2008 the Academy finds that students show inconsistencies regarding Human/Environment GLECs and show some difficulty in the area of Regions/Processes. The Academy is very close to state average regarding the Issues/Events strand.


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For the 2007-2008 school year, the Academy’s students are close to the state average regarding the Regions/Processes, Places/Connections and Places/Culture, but struggle with the Human/Environment strand. We believe this is due to the 29% increase in new student enrollment—many of whom were new ELL students.


This grade 9 fall 2006 MEAP geography strand graph shows that Central Academy’s students’ scores reflect the state average in almost all areas. The two areas that the academy’s students fall below the state average are questions that require more writing and inferring. It is therefore determined that the academy’s teachers will continue to work on improving the students’ knowledge of the five strands of geography. Additionally, as the academy improves in the area of writing, students’ scores in social studies are also expected to rise.

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This grade 9 fall 2005 MEAP geography strand graph shows that Central Academy’s students’ are performing well in the area geography. The only area evident in this graph that needs improvement is the skill to summarize. The academy believes that this will be covered under writing across the curriculum. In addition, summarizing is a skill that is continuously practiced in all grade levels; therefore, the academy is confident that its students will improve in this area as well.

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C l a s s M M E G r a d e 1 1 S p r i n g 2 0 0 7 – S o c i a l S t u d i e s

The MME grade 11 Spring 2007 results for Social Studies indicate that 75% of the Academy students were successful in achieving a 1 or 2 on the test.

Central Academy

ALTERNATIVE METHODS OF ASSESSMENT

Central Academy relies on a number of assessments of student achievement: assessments that measure skills and competencies beyond the national and state standardized tests. Some of the additional assessment tools are:

• Teacher Created Tests • Teacher Observation and discussions • Student projects, presentations and demonstrations • Journals • Performance-based Assessments • Workbooks and Practice Books • Portfolios • Authentic Assessments

As Central Academy looks ahead to the next school year, staff will be developing standardized quarterly assessments to effectively monitor students’ growth and needs.

Criteria for Selection of Title I and 31A Students

The Title I and Section 31A programs are streamed together as there is overlap in programs and services for students who meet the 31a requirements and School Wide Title I programs. There are the basic criteria for identifying At-Risk students at the academy. The criteria listed apply to all grade levels. Section 31A criteria

1. Students who test below the 60th percentile on Terra Nova achievement test (1-2).

2. Any student who receives a 3 or 4 on the MEAP (3rd-9th). 3. Teacher recommendation (K-11) according to student development in the

classroom.

Title I criteria Receive free or reduce lunch and also meet one or more of the following:

1. Behavior difficulties 2. Chronic attendance problem 3. Parent neglect or abuse 4. Parent abuse of drugs or alcohol 5. Parent incarcerated STUDENT DATA

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Central Academy

Technology Plan Central Academy will implement coordination of resources. Long term funding will include money from the general budget, at-risk, and Title I. The administration will also seek grants from the state and federal government to sustain the technology plan.

Central Academy is committed to the following broad technology goals:

Goal 1: Improve student academic achievement through integration of technology into the teaching and learning process.

Goal 2: Enhance staff technological knowledge; skills and abilities in support of classroom instruction; parent communication; and student data management and tracking.

Goal 3: Provide resources for use of technology for school operations, such as student data management, fiscal accounting, and personnel management.

Goal 4: Continually assess technology strengths, weaknesses, and needs and acquire technology resources to support student achievement of curriculum goals and standards.

Goal 5: Engage in fiscal planning and fund development activities to support acquisition of needed technology resources.

Goal 6: Implement a coordinated technology purchase, maintenance, and inventory program.

Goal 7: Evaluate the effectiveness of technology and its application and impact to the goals of the school.

Goal 8: Teacher will integrate the use of technology in all areas of the curriculum through the purchase and use of support software. The use of support services, including document imaging, digital manipulation, and web page creation will help distribute and manage this technology at the building level.

Goal 9: Students will use technology (hardware and software) as a tool for communication, problem solving, creative expression and critical thinking. The proper measures in security will be taken to ensure these goals are met in a socially responsible manner.

Goal 10: Students, teachers, staff and parents will have greater access to appropriate forms of technology, training and technical support, and interact as partners to learn

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Central Academy about and use technology. This greater access will be achieved through NextK-12 student Learning Management system supported by Professional development workshop.

Monitoring and Evaluation

A general description of the process by which the evaluation will be conducted is included. The Technology Plan will be evaluated throughout the year by both the Principal and the Technology Committee. The Principal is responsible for the following; administering school wide surveys to evaluate effectiveness of the technology plan, meeting with teachers and staff to set information technology goals and review technology plan, Administering annual surveys to teachers and staff to gauge competencies in information technology skills, supervise and evaluate personnel who support technology in the school, gather information from teachers, staff, students and community members on equipment needs and use of technology in the school, and evaluate the value and implementation of the technology plan twice a year. The Technology Plan will be evaluated throughout the year by the Technology Committee in the following ways. The Technology committee will be responsible for the following; evaluating the value and implementation of the technology plan twice a year, administering surveys to faculty and staff to evaluate the success of the technology plan, meeting monthly to review and update the goals and objectives of the technology plan, consider amendments to the technology plan in order to maintain it as a current and relevant guide for the school, and surveying the success and performance of teacher’s use of technology. Central Academy’s Technology plan is on file with the Michigan Department of Education upon you request.

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INSTRUCTION BY HIGHLY QUALIFIED PROFESSIONAL STAFF

(TEACHERS AND INSTRUCTIONAL PARAPROFESSIONALS)

All teachers and paraprofessionals do meet Title I requirements. The Human Resources department is currently only hiring teachers who possess the certification that qualifies teachers as highly qualified. Procedures are in place to document and record certifications. Teachers currently employed are assigned to positions that reflect certification of the teachers. Procedures are in place that place laid off and surplus teachers in only positions for which they would be considered highly qualified. The teacher contract for teachers includes extra compensation for degrees earned and is a motivator for teachers to continue their education. All instructional paraprofessionals meet the NCLB requirements for instructional paraprofessionals. The Human Resources Department advertises and recruits for hard-to-hire positions. Human Resources Department has a website for job listings and for potential candidates to post a resume and fill out applications.

TEACHER CERTIFICATION

Subject Certification Degree

Kindergarten Elementary K- 5 All Subj (K -8 Self CC) Bachelor of Science

Kindergarten Elementary K- 8 All Subj (DX Grade 9), Social Sciences (CX Grade 9) Bachelor of Science

Physical Education

Secondary Health (MA) 6 -12 Physical Education (MB) K-12 Bachelor of Science

Bachelor of Science Elementary K- 5 All Subj (K -8 Self CC) Family

and Consumer Science (KH) 6-8 Bachelor of Science 1st grade

1st grade Elementary K- 5 All Subj (K -8 Self CC) Bachelor of Science

2nd grade Elementary K- 5 All Subj (K -8 Self CC) Bachelor of Science

2nd grade Elementary K- 5 All Subj (K -8 Self CC) English

(BA) 6-8, Reading Specialist (BR) 6-8, Social Science (CX) 6-8

Bachelor of Science

3rd grade Elementary K- 5 All Subj (K -8 Self CC), Language Arts (BX) 6-8, Science (DX) 6-8 Bachelor of Science

3rd grade Elementary K- 5 All Subj (K -8 Self CC), Language Arts (BX) 6-8

4th grade Elementary K- 5 All Subj (K -8 Self CC) Bachelor of Arts

4th grade Elementary K- 5 All Subj (K -8 Self CC), Social

Studies (RX) 6-8

Bachelor of Science

5th grade Elementary K- 5 All Subj (K -8 Self CC) Bachelor of Arts 5th grade Elementary K- 5 All Subj (K -8 Self CC) Bachelor of Science

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Central Academy

MS Science and Language Arts

Elementary K- 5 All Subj (K -8 Self CC), Language Arts (BX) 6-8, Science (DX) 6-8 Bachelor of Science

MS Social Studies

Secondary English (BA) 6-12, Social Studies(CC) 6-12 Bachelor of Science

Secondary English (BA) 6-12, Social Studies(CC) 6-12

Bachelor of Science Master of Art MS English

MS Mathematics Secondary Math(EX) 6-12, Science (DX) 6-12 Bachelor of Science MS Science and

Math Elementary K- 5 All Subj (K -8 Self CC)

Math (EX) 6-8Science (DX) 6 -8 Bachelor of Science

HS Math Secondary Mathematics (EX) 6-12, Geography (CB) 6-12 Bachelor of Science

HS Social Studies

Secondary History (CC) 6-12, Psychology (CE) 6-12, Masters in Guidance Counseling (NT) K-12

Bachelor of Science Master of Arts

HS English Secondary English (BA) 6-12, Speech (BD) 6-12 Bachelor of Science

HS Science Secondary Biology (DA) and Chemistry (DC) 7-12 Bachelor of Science

ESL Secondary English(BA), English as a Second Language (NS) and Journalism (BC) 6-12


Reading Specialist

Elementary K- 5 All Subj (K -8 Self CC), Music Education (JX), Science (DX) 6-8

Masters in Reading


Art Secondary Visual Arts Education (LQ) K-12 Bachelor of Science Paraprofessionals

for all subject areas and grade

levels

65 hours

Special Education Special Education K-12 (LD) Bachelor of Science

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STRATEGIES TO ATTRACT HIGH-QUALITY,

HIGHLY QUALIFIED TEACHERS TO HIGH-NEED SCHOOLS

The academy is a one-building public school academy that utilizes a variety of strategies to attract high quality teachers. These strategies include:

• Offering a competitive salary and benefits package.

• Providing a comprehensive orientation that facilitates a successful transition into teaching.

• Providing opportunities for teachers to improve their instructional skills through a comprehensive professional development program.

• Including teachers in the continuous improvement planning process, and other school initiatives and activities.

• On-line job recruitment and application

• Attendance at University job fairs and advertisement in local newspapers

• Yearly merit-pay opportunities. Currently teacher retention has been positive-100%.

• Teacher retention has had a positive impact on student achievement. The academy has had a decrease from 14% in 2006-2007 school year to 3% in the 2008-2009 school year.

Curriculum Alignment, Implementation, & Progress

The school curriculum is the means utilized for accomplishing the school goals. Therefore, choice of textbooks, units of instruction, and scope and sequence are crucial elements of the school environment. During the 2005-2006 school years, Central Academy participated in an intensive curriculum mapping process with a school wide focus to align with the Michigan Benchmarks and the Grade Level Content Expectations. Through this Central Academy then developed pacing guides for each of the core subjects in all grades. For 2007 the High School teachers will begin revamping the Pacing guides because of the new graduation requirements.

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Central Academy Beginning the summer of 2008 and continuing, Central Academy’s teachers in all grades are working to improve our curriculum mapping and alignment by using the Atlas Program as a framework of curriculum decision making. The Atlas framework allows our staff a better way to communicate across grade levels and determine necessary modifications for our curriculum.

HIGH-QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT

In accordance with section 1119 and subsection (a)(4), the academy provides high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

The results of the comprehensive needs assessment serve as the basis for the development and delivery of the professional development plan.

• The process to determine the developmental needs of teachers stems from our Professional Development Plan that teachers and paraprofessionals complete at the beginning of each school year. This plan includes: goals, objectives, and correlated professional development interests.

• There are a variety of professional development opportunities offered to teachers and paraprofessionals. All training must be based upon individual goals and the school’s School Improvement Plan.

• Professional Development is mandatory and all teachers participate. Every Friday afternoon is set aside for staff development. These PD days are aligned with the comprehensive needs assessment, the goals of the school improvement plan, and the requirements of the state. The information gained from these professional development days are shared throughout the staff both during the sessions and as follow-ups.

• Professional Development opportunities are provided by Wayne RESA, Global Educational Excellence, MAPSA, as well as internally within the school setting. Occasionally, external sources are used for staff development.

• Common Planning times are scheduled when possible. Whenever possible, teachers collaborate & share ideas depending upon their weekly schedule.

• Professional Development is evaluated through successful direct application of the concept in the classroom with demonstrated increased student achievement or improvement in systems processes

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Central Academy Specific Professional Development is Outlined Below:

Improvement Strategies Research Based

Person(s) Responsible

Resources to be Used

Timeline

Next K-12 Technology Training

Ayman Basal Next K-12 On-going

Description: This was training in the use of a school wide attendance and Middle School/High School grade-book. Goal of Training: to increase technologies of staff and student/parent awareness of grades. Ed Performance Assessment

Coordinator On-line On-going

Description: This was training in the use of the Ed Performance program. Goal of Training: to address the use of student scores to tailor differentiated instruction within each classroom. MEAP Social Studies Training

Wayne Resa MEAP Test On-going

Description: This was training in the new GLCE and how to meet these standards. Goal of Training: to improve the transition period between GLCEs and actively increase teaching on the five themes of geography. Sheltered Instruction Observational Protocol (SIOP)

Amy Straus Various On-going

Description: This is training in SIOP components and strategies to better meet the needs of our ELL students. Goal of Training: to increase the use of language based activities and scaffold instruction to allow ELL students to better comprehend subject material. Sitton Spelling Application

Mandated Outside Workshop

Various Yearly

Description: This is training in the use of school-wide Word Study program. Goal of Training: to streamline and align the teaching and use of the program across the school. With consistent and appropriate use of the program, students will improve their Word Study and language aptitude. 6+1 Traits Writing Application

Mandated Outside Workshop

Various Yearly

Description: This training is in the structure and use of the 6+1 traits writing structure. Goal of Training: to increase the use of 6+1 traits language in classrooms to actively improve students’ ideas and organization in writing. Training in Curriculum Mapping

Rubicon/Atlas Common local assessments

08-09

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Central Academy

Description: This is training in the use of a district-wide curriculum mapping software and how this software could help teachers improve instruction. Goal of Training: to increase staff knowledge about software to better spiral curriculum across grade levels and the district to better meet the needs of all students. Making Meaning Program

Sue Wilder Various 08-09

Description: This was training in the use of the elementary wide Making Meaning program by publisher representative. Goal of Training: to streamline and align the teaching and use of the program across elementary. With consistent and appropriate use of the program, students will improve in their use of the context clues and understanding of cause and effect.

Professional Development Plan: 2009-2010 August: New staff will participate in general sessions addressing school policies and procedures. New staff will also receive an overview of Sheltered Instruction Observational Protocal (SIOP), the SIP Plan, and how new teachers can help achieve SIP school wide goals. September-June: Using SIOP as an umbrella of organization, Professional Development sessions will systematically teach best teaching practices which lead to increased student achievement. Best practices will address school improvement goals in each subject area and ensure that teachers begin incorporating new strategies to meet our goals. A minimum of two months will focus on each goal area of: reading comprehension, Ideas and Organization, concepts and calculations, application of scientific knowledge and vocabulary, and the five themes of geography. Staff will also continue working on improving and implementing the school designed intervention activities and strategies used to meet our school wide goals. Sheltered Instruction Observational Protocol (SIOP)

Amy Straus

Various

2009 - 2010

Description: This is training in SIOP components and strategies to better meet the needs of our ELL students. Goal of Training: to increase the use of language based activities and scaffold instruction to allow ELL students to better comprehend subject material.

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Central Academy School Improvement Plan

SIP Team members School Improvement

Plan

2009 - 2010

Various SIP Modules

Description: New staff will also receive an overview of the SIP Plan, and how new teachers can help achieve SIP school wide goals. Goal of Training: to inform staff of goals, strategies, and objectives of the School Improvement Plan; to teach staff about the importance of School Improvement.

Staff Development Planning

Throughout the course of implementing the School Improvement Plan at Central Academy the staff has actively participated in workshops to enhance their knowledge of instructional strategies. The staff has all been fully trained in 6+1 Writing Traits, Four Blocks, Differentiated Instruction, Writing Workshop, Learning Centers, Building Blocks and Best Practices. Central Academy also has staff development every Friday afternoon. This is where we look at our data and key in on all of our subgroups. After looking at our subgroups we then come up with a plan of action to ensure that each student is learning. For example, as a staff, we wrote Writing Prompts for grades Kindergarten through Twelfth, and have adopted a graphic organizer to be used throughout the grade levels. Additionally, staff has spent time on Friday afternoons discussing the importance of mental math on a daily basis and brainstorming ways to incorporate it into classroom practices. By analyzing MEAP and MME results in coordination with GLCE test item analysis, teachers work together to adjust their teaching focus. Teachers continue to watch all of our data and adjust where needed. All staff have also been learning the Sheltered Instructional Observational Protocol (SIOP). Staff learns a new SIOP component every 2 month and works to incorporate that strategy in their teaching. Our staff works coherently across the grade levels. Through grade level and departmental meetings our High School teachers are able to work together to increase the consistency of strategies across grade levels to see what is being taught in the lower grades and vice versa. The addition of an Academic Services Coordinator has allowed for increased teacher mentoring, instructional coaching, and Professional Development staff sessions.

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Central Academy

STRATEGIES TO INCREASE PARENT

INVOLVEMENT

RELATIONS WITH PARENTS

The Board of Directors believes that the education of children is a joint responsibility, one it shares with the parents of the Academy. To ensure that the best interests of the child are served in this process, a strong program of communication between home and the Academy must be maintained. The parents have the right to participate in the education of their children as well as the ultimate responsibility for their children’s in-school behavior, including the behavior of students who have reached the legal age of majority, but are still, for all practical purposes, under parental authority. In accordance with Board policies and administrative guidelines 2240 (Opt-Out), 2413/14 (Health/Sex Education), and 9150 (Academy Visitors), the Academy shall provide the opportunity for parents to review curriculum and instructional materials and to visit the Academy to observe the instructional process. With regard to student behavior, during school hours, the Board, through the Educational Service Provider/School Leader, acts in loco parentis or in place of the parents. The Board recommends that the following activities be implemented to encourage parent-Academy cooperation:

A. parent-teacher conferences to permit two-way communication between home

and school: B. meetings of staff members and parents of those students having special abilities,

disabilities, needs, or problems; and C. open houses to provide parents with the opportunity to see the Academy

facilities, meet the faculty, and sample the program on a first hand basis.

For the benefit of children, the Board believes that parents have a responsibility to encourage their child’s career in school by:

A. supporting the Academy in requiring that the children observe all Academy rules

and regulations and by accepting their own responsibility for children’s willful in-behavior;

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Central Academy

B. sending children to school with proper attention to their health, personal cleanliness, and dress;

C. maintaining an active interest in the student’s daily work and making it possible for the student to complete assigned homework by providing a quiet place and suitable conditions for study;

D. reading all communications from the Academy, signing, and returning them promptly when required; and

E. cooperating with the Academy in attending conferences set up for the exchange of information of the child’s progress in school.

Parent Communication

Teachers communicate with parents and families both formally and informally. Through progress reports, report cards, weekly letters, and notes home, parents are notified of academic progress as well as behaviors. Likewise, teachers communicate in person directly and by phone.

• Parent – Teacher conferences permit two-way communication between home and school

• Meetings of staff members and groups of parents of those students having special abilities, disabilities, needs, or problems

• Translators and written communications are available for all of Central Academy’s ESL students and families

As assessment are given and results are available the academy staff and teachers work together on a common form of communication with parents by holding meetings on how to read and decipher their child’s test results. Since most parents have a gap in their academic language interpreters are available to help understand the results in their native language.

Parent – Community Involvement The staff has held four Open House events to welcome the community. We also have scheduled two sessions of Parent Teacher Conferences for the school year. Administrators and teachers continue to meet and communicate with parents to inform them and involve them of school activities and the activities of their students. Central Academy also employs several staff including teachers, paraprofessional, clerical, and janitorial positions held by residents of Ann Arbor and the surrounding community.

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Community Involvement

• Science grants and workshops for our teachers. • Community resources being used by the staff of Central Academy for various

community, sports, academic, and job related programs o University of Michigan Athletic Department o University of Michigan education department o Ann Arbor fire and police department o Ann Arbor Public Library

School art work displayed at Loving Branch Library o Mobile Dentist o Eastern Michigan University

High School students visit classes and campus o Washtenaw Community College o Concordia College o Ann Arbor Parks and Recreation Department o Washtenaw Farm Council o Recycle Ann Arbor o Ann Arbor Hands-On Museum

Museum uses our classrooms in the summer for classes o Kellogg Center/ U of M o Washtenaw Literacy

Washtenaw Library uses our library to teach ESL parents o Teacher Prep. Program/ U of M o WISD

Uses our school for “First Step Washtenaw” program o SHARH Products o Washtenaw county 15th district court o City of Ann Arbor o Nursing Dept./ U of M o Arab American Organization (AAO)

Presentations and cultural awareness programs by “ACCESS”

Parent Teacher Involvement Committee Research indicates that the leading predictor of student success is parental involvement. As such, the Academy includes parents in every aspect of the education program. The school governance structure relies on significant parental input and cultivates a close working partnership between staff and parents. In addition, parents are asked to volunteer time in various ways, including classroom, as well as membership in various school committees. As the school year is progressing the parents are becoming more involved in the school. There is already an established Parent Involvement Committee, which meets the first Thursday of each month. It is our hope to involve even more parents and community members in the 2009-2010 school year.

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• Special events of a cultural, ethnic, or topical nature which are initiated by parent groups, involve the cooperative effort of students and parents, and are of general interest to the school or community.

• Annual open house to provide parents with the opportunity to see the school facilities, meet the faculty

• Parent liaison to involve parents in an organized, ongoing and timely way in the development, review, and improvement of parent involvement activities by way of the Parent Teacher Involvement Committee (PTIC)

• PTIC members actively participate in the decision making process and evaluation of the school-wide plan

• Coffee and Donuts with the principal, and school assemblies In cooperation with the Parent Teacher Involvement Committee, the school desires to promote parental participation. Some options that have been introduced are membership on the school improvement team, room parent, tutoring, coaching athletics, assisting with field trips, creating relationships with the business community, donating materials to the school, and fundraising.

Teachers communicate with parents and families both formally and informally.

Through progress reports, report cards, weekly letters, and notes home, parents are notified of academic progress as well as behaviors. Likewise, teachers communicate in person directly and by phone.

Parents are invited to participate and/or volunteer in their child’s classroom. In addition, the Parent Involvement Committee allows parents to make suggestions and meet as a group.

Health and human services are made available through direct communication in newsletters home and specific postings on the community board. For example, Washtenaw Community Services group makes hearing and vision screening available to students.

Translators and written communications are available for all of Central Academy’s ESL students and families.

Adult ESL Education programs are made available to the families of the school through Washtenaw Literacy.

Central Academy participates in community involvement through activities like: Kid’s Night Out, Field day, Emergency Preparedness Workshop, and raising money for various causes (tragedies, food, clothing, and financial assistance)

Community involvement strategies are evaluated through conducting and evaluating surveys.

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Parent Involvement strategies are evaluated by attendance at parent teacher conferences, attendance at Parent Teacher Involvement Committee meetings, and parent surveys.

Parents are involved in activities such as RIF (Reading is Fundamental), Math Night, Boy’s Night, Spring Fling, various field trips, CIMS (Continuous Improvement Monitoring System), and other various teacher-initiated activities.

Parents are provided the opportunity to participate in School Improvement Planning.

Parent Involvement Evaluation Teachers consistently reflect upon the parent involvement in their classroom and consider alternatives and changes if needed on a weekly basis. Discussions at grade level meetings ensure that parent involvement in classrooms is consistent throughout the school. At a school level, parent participation in school-wide events is documented and tracked throughout the year. Following each event, Academy administrators discuss and evaluate the level of parent involvement. School letters and information in monthly Academy newsletters ensures that parent involvement remains strong. Administrators continually meet to discuss alternatives and changes that may need to be made to ensure strong parent participation. As a staff at Friday professional development meetings we continue to evaluate parent involvement and its impact on the school wide planning and improved student achievement.

Parent -Student-Educator Compact

All parents and students receive the Academy’s Parent-Student-Educator Compact at Open House in September. Parents who are unable to attend Open House are given the Compact at Parent Teacher Conferences in late September/early October. All teachers discuss the compact with parents to ensure an understanding of the responsibilities of parents, students, and educators.

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Central Academy PARENT-STUDENT-EDUCATOR COMPACT

A Promise of Commitment We, the Central Academy staff, parents, and community guide each child in achieving his or her

greatest potential by providing a diversity of experiences which integrates excellence in education with the child’s individual abilities and unique talents. We share the responsibility, in a safe and secure environment, for student acquisition of academic, creative, emotional, physical, and social skills necessary for entering society as contributing members. We strive to enhance each child’s experience at Central Academy by continually assessing and evaluating out attainment of these goals as measured by descriptive outcomes.

Parent/Guardian Agreement It is important to have my child reach his/her full academic potential and succeed. Therefore, I will encourage him/her by doing the following items that are checked:

• _____ see that my child attends school regularly and is punctual. • _____ establish a time and place for homework. • _____ supervise the completion of homework and home activities with my child. • _____ support the school staff and respect the diverse cultures of the school. • _____ promote and environment at home so my child understands that living in a group, whether it be

a family or classroom, requires standards of behavior and cooperation, and that one must accept the consequences of one’s actions.

• _____ model respect by going to the teacher first about any concerns, trying to keep lines of communication open, and understanding that there are two sides to every issue.

• _____ limit and monitor my child’s TV and movie viewing. • _____ encourage English and Arabic daily reading at home.

Parent signature: ____________________________________

Student Agreement I believe it is important that I work to the best of my ability. Therefore, I will:

• _____ come to school each day and be in class on time. • _____ have quality homework completed and turned in on time. • _____ bring the materials that I need to every class. • _____ always try to work to the best of my ability and ask for help when I need it. • _____ show respect for myself, my school, other students, and belongings. • _____ follow the rules at my home and school. • _____ believe that I can learn and I will learn.

Student signature: ____________________________________

Professional Educators As a professional educator, I will do the following, along with all other Central Academy staff:

• _____ provide an environment conducive to learning. • _____ have high expectations for myself and my students, by using methods and techniques that

work for my classroom. • _____ maintain open lines of effective communication with my students and their parents, in order to

support student learning. • _____ seek ways to involve parents in classroom activities. • _____ provide enriched and challenging instruction that is aligned with the state core curriculum. • _____ respect the students, their parents, and the diverse cultures of the school.

• Teacher Signature: ____________________________________

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PRESCHOOL TRANSTION

The Kindergarten Teacher serves as the transition coordinator for the Academy. The Advisory Council for Kindergarten Transition facilitates regular planning meetings. The Principal and Early Childhood Education Consultant are members of the advisory council along with a parent representative and a member of the community. The tasks of the advisory council include:

• The planning of transition activities; • Creation of a timeline; • The sharing of resources for parents with children entering kindergarten; • Assessment and evaluation of the transition plan with the use of parent and staff

surveys; • Revisions to the transition plan to assure that activities are well planned and

effectively evaluated, based on mutual trust and respect, and rely on reciprocal communication;

Kindergarten Transition activities for staff may include:

• Maintaining positive and effective working relationships with staff of programs from which children will transition;

• Scheduling a personal visit with the parents and new Kindergarten students; • Holding a Kindergarten Open House; • Making a photo album of the new staff the child will see at the their new school; • Working with parents to set goals for their students; • Assisting with the completion of necessary paperwork, such as birth certificate,

social security card, immunization record; • Talking with parents about practicing new routines for bedtime, waking up, eating

breakfast Kindergarten Transition activities for parents may include:

• Participation on Advisory Council transition committee; • Accompanying their children on kindergarten visits or open house; • Reading books about going to kindergarten; • Attending a personal visit with their child and the Kindergarten Teacher

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TEACHER PARTICIPATION IN MAKING ASSESSMENT DESCISIONS

The staff at Central Academy uses the School Improvement Plan as a working document. We have our goals posted in each classroom and on a bulletin board in the hallway; this way the students, staff, board members and parents are active members in ensuring that our School Improvement goals are met.

Building Level Decision Making In 2002 Modern Red Schoolhouse and comprehensive school reform changed building level decision-making. Task forces were formed to cover all aspects of school operation. Teachers are accepting leadership roles and are actively contributing ideas for school-wide improvement. The principal has taken a coaching role and has empowered teachers to take responsibility for overall school improvement. The principal is no longer making all the decisions. As a staff we have continued with the model from Modern Red Schoolhouse, in addition to this we have added team leaders to various grade levels. Over the past two years, we have continued to foster staff involvement in decision making. Staff leadership is encouraged.

Assessing Specific Groups

As a staff we assess our reading group in grades Kindergarten through fifth with DRA also the Terra Nova for grades 1 and 2, the MEAP and ED-Performance for grades 3-9, Explore for 9th grade and the Plan for grade 10. Then in the 11th grade is the MME. Along with this we look at the ELPA scores for all grades along with our 31A At Risk students. We as a staff design programs for each and every student who falls in to the at risk category.

Commentary from Staff

Work on pre and post reading strategies has shown improvements in student reading comprehension. For example, elementary students have steadily improved their reading scores on school created MEAP English Language Arts prototype tests. As this intervention is ongoing, improvements are expected to continue. Staff members are concerned that our At-Risk students are not progressing at an acceptable rate. Interventions may have been too varied and a new and more consistent program is being developed. During the past three years all teachers and administration have been trained in teaching 6 Trait Writing. In 2006-2007, staff was excited about the implementation of a school wide writing emphasis that is correlated throughout grade levels. Staff has seen

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TIMELY AND ADDITIONAL ASSISTANCE TO STUDENTS HAVING DIFFICULTLY

MASTERING THE STANDARDS The school-wide process that is in place begins with the identification of at-risk students using Section 31-A At-Risk guidelines. The identification factors include achievement scores (MEAP, MME, ACT, Ed Performance), eligibility for free and reduced lunch, economically disadvantaged status, and abuse. The evaluation and comparison of all data pertaining to each identified At-Risk student is begun immediately. Each teacher then receives a list of At-Risk students by the third week of September. These students are brought to the Teacher Assistance Team.

At the school-wide level the Teacher Assistance Team (TAT) provides teachers an open forum to discuss students who are at risk for any reason. The group consisting of various teachers, including Special Education, Reading, and ESL teachers provide feedback, suggestions, and advice regarding students brought forward.

TAT then recommends to the classroom teacher strategies that need to be implemented in the classroom within one month of the initial meeting. TAT will then conduct a follow-up meeting to determine success of the implementation of the strategies given. Follow up meetings occur in which teachers re-evaluate at-risk students to determine next steps based on the implementation of previous suggestions.

Teachers assess the effectiveness of the strategies inside the classroom using a variety of local assessments including classroom observations. Ultimately, if the student continues to not meet expectations, he/she is then recommended for Special Education evaluation.

Several resources are in place at a school-wide level to provide further support, including Para-pros work one on one with individual students as well as small groups to assist teachers in helping students meet standards. The Academy has implemented the use of paraprofessionals to provide further academic help to at-risk students by providing intensive small group reading instruction focused on context clues, cause/effect, and basic phonemic awareness. Full-time ESL instructor provides support

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Central Academy throughout the school teaching small groups and classes to help students acquire a level of English so that they can successfully integrate into the mainstream classroom. Reading teacher provides additional strategies to help struggling students develop greater reading and language abilities; particularly fluency skills and comprehension strategies. This includes working with small groups of students identified by the Section 31-A guidelines determined in September.

At the class level, teachers utilize differentiation processes through the implementation of various teaching strategies to meet various needs. The implementation of Sheltered Instruction Operational Protocol (SIOP) school-wide has also increased the level of differentiation in each classroom. Staff receives on-going training to help with this process. The school-wide implementations of SIOP, where all teachers implement the eight components that bring a better understanding to our ESL population ensure that this school is guiding its instruction to increase student achievement.

COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL PROGRAMS AND RESOURCES

We coordinate all funds and resources the school receives to fulfill the implementation needs of the School-wide Improvement Plan. The following chart describes all the funds available to the school. RESOURCE INTEGRATION

Grant Services Provided Grades Served

Total Amount of Funding

Special Ed. Headlee

Not Available at this time

Special Ed Contracted Services for Special Ed. Students

K-12 $19,853

Safe and Drug Free Schools

Positive Action Curriculum K-12 $3,444

31A Summer School Program and Paraprofessionals

K-12 $158,344

Title I After school programming, Supplemental Reading Programs, Extended day Kindergarten, Paraprofessionals

K-12 $205,061

Title II A Professional Development K-12 $37,896 Title II D Computer Software

Programs for Differentiated Instruction

K-12 $1,927

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Title III Programs and services for English Language Learners

K-12 $23,177

Title V Computer Software for assessment data and Differentiated Instruction

K-12 $1,692

Section 41A Programs and services for ESL/ELL students

K-12 Estimated $17,781

Total $469,185 K-12

Alternative Measures of Assessment

The staff designs programs for each and every student including those who fall in to one of the special populations that include ESL/ELL, at-risk, and special education based on the results of all forms of assessment. Reading and writing are assessed in grades Kindergarten through eighth with MLPP/DRA in addition to the Terra Nova for grades 1 and 2. The MEAP and ED-Performance are used for grades 3-9, Explore for 9th grade and the Plan for grade 10. In the 11th grade we use the MME. We evaluate the ELPA scores for all grades.

Authentic assessments, which are alternative assessment methods which allow a student to demonstrate their ability to perform tasks, solve problems or express knowledge in ways which simulate situations which are found in real life are used whenever possible to assess student achievement. Models of excellence are regularly presented to students so that they learn to internally evaluate quality. Teacher feed-back and student self-evaluations are compared and discussed. Students are given opportunities to improve their work. “Mistakes” are viewed as opportunities for improvement, not a failure.

Other forms of assessment include:

A. Portfolios

B. Journals

C. Projects

D. Teacher made tests

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Structured Opportunities for Career Awareness and On the Job Learning

A structured career program is used throughout the year which includes field trips to local universities, the fire department and the state capital. Central Academy has implemented an annual Career Day with 30 speakers who address students about their professions. The student coordinator works with the students monthly, focusing on many different career paths. Careers are also discussed and researched in upper level high school courses such as science, social studies and math. Elementary teachers meet various oriented benchmarks focusing on community worker Along with these programs, the following plan for community involvement incorporates many resources and institutions where students will be exposed to a wide variety of professions and careers.

EVALUATION OF SCHOOL-WIDE PLAN

Each fall, teachers and administration follow a clear and structured analysis of MEAP and MME test scores by which we assess the percentage of students at different levels. For example, we assess the number of students above, at, and below grade level in each subject, particular students who have continually not met standards, student cohorts that are not progressing at an acceptable yearly rate, and particular strands and Grade Level Content Expectations that were not mastered. This data is then used to modify classroom teaching practices and implement school-wide initiatives.

Central Academy analyzes additional school-wide assessments throughout the year. Using a similar process that is outlined above, teachers use the Developmental Reading Assessment and Ed Vision scores to modify teaching.

Since beginning a structured analysis of test data, teachers have implemented new strategies and programs (e.g. Making Meaning) in the classroom. School test data and teacher modifications have been effective in increasing student achievement. The target of particular students, groups, and GLCE’s has raised the level of understanding in previously low areas. Students have shown improved test scores on DRA and Ed Vision.

Using the above data analysis as a reference point, the team assesses whether students have achieved at a higher level in the areas of the school improvement goals. The SIP team reviews the effectiveness of the school-wide plan annually. Through a comprehensive needs assessment that includes a continual analysis of test scores and information taken from local assessments and classroom observations, the SIP team

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will modify and extend the goals of the SWIP, as the school grows and achieves the goals of the School-Wide Improvement Plan. These future goals will ensure that the needs of all students will be met at all levels.

Documents

Central Academy SIP09