Redesign Plan Detroit Collegiate Preparatory High …origin-sl.michigan.gov/documents/sro/DPS.Detroit_Collegiate_Prep... · Detroit Collegiate Preparatory High School @ Northwestern

Redesign Plan

Detroit Collegiate Preparatory High School @Northwestern

Detroit City School District

Mr. Steven Elam, Administrator

2200 W Grand Boulevard Detroit, MI 48208-1178

Document Generated On June 30, 2014

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 7

Priority School Assurances

Introduction 9 Priority School Assurances 10

Operational Flexibility Assurance

Introduction 12 Assurance of Operational Flexibility 13

Transformation Redesign Diagnostic

Introduction 16 PART A: REFORM TEAM PERSONNEL 17 PART B: TEACHING AND LEARNING PRIORITIES 18 PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS 21

PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES 41 PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT 68 PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT 70

Executive Summary

Redesign PlanDetroit Collegiate Preparatory High School @ Northwestern

SY 2013-2014 Page 1© 2014 AdvancED www.advanc-ed.org

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the

strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of

how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to

reflect on how it provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Detroit Collegiate Preparatory (DCPrep) is a Detroit Public School, Diplomas Now / Michigan Future priority high school. The school will

officially open this fall 2011 for 160 freshmen in August 2011 in the east wing of Northwestern High School on W. Grand Boulevard. Diplomas

Now is a national innovative school turnaround model that unites three experienced national nonprofit organizations - City Year, Communities

in Schools, and Johns Hopkins University. Diplomas Now is a proven evidence, evaluated, evidence based approach assuring that every

student graduates ready for college or career success. It is the first fully integrated approach that improves a school's curriculum and

instruction as it provides the right students with the right support to accomplish the right results.

Johns Hopkins University emphasizes structuring schools in smaller units so that teams of teachers oversee manageable numbers of

students, and provides a customized curriculum for each school that provides added instruction in math and literacy. City Year provides a

team of up to 10 highly trained young adults corps members to provide targeted tutoring, mentoring, behavior coaching, and attendance

monitoring for students who are off-track in the research-based early warning indicators of Attendance, Behavior and Course performance -

the A-B-C's. City Year also leads after school programs that engage students in extra tutoring and enrichment activities such as sports, art,

music, drama, dance and community service. Communities in Schools' on-site social workers provide intensive support services for students

who need multiple levels of interventions of support.

Detroit Collegiate Preparatory consists of grades nine and ten. Each year the school will add one grade level. The school will offer

specialized curricula for the upper grades in Public Service and Entrepreneurship specialization opportunities and will follow the graduates

throughout their college careers to give them continuing mentoring and support to assure their successful graduation. DC Prep's goal is to

graduate 90% of its students from the DC Prep high school, 90% of whom will enroll in college "career ready without remediation." We offer

27:1 class size. Two adults in each classroom, diverse extra-curricula programs devoted teachers, positive school culture and a

comprehensive approach to education to ensure that every DCPrep graduate succeeds in college.

Students arrive to Detroit Collegiate Preparatory from many different Detroit Public Schools. Many students arrive to the school with an need

for intensive academic support in English Language Art and mathematics. Therefore, all 9th and 10th grade students are provided additional

academics to enhance student deficiencies that will support required curriculum.

There are currently 10 highly-qualified teachers on staff at Detroit Collegiate Preparatory High School. Six teachers ave less than 3 years of

experience, one teacher with eleven years of experience and three teachers with more than twenty years of experience. Detroit Collegiate

Preparatory work diligently to higher and retain high qualified teachers to support students academic achievement.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. VALUES

C-L-A-S-S

Character, Leadership, Activity, Service and Scholarship

The DCPrep approach to education is to develop the whole school and whole student by promoting C-L-A-S-S in students through a

comprehensive educational experience.

Value of Character promotes the right attitude towards life and developing a commitment to becoming a student of purpose and integrity.

DCPrep Public Speaking quarterly component is an essential function of positive character development.

Value of Leadership in school exposes students to a variety of student governance activities including meetings, planning, building your own

school and understanding the practice of policy.

Value of Activity requires students to participate in two school-sponsored activities per year (sports teams, clubs, etc.) in order to more fully

develop their confidence, interpersonal skills, leadership qualities and respect for others.

Value of Service deepens students' sense of responsibility by identifying community needs and completing volunteer programs to address

those needs.

Value of Scholarship provides opportunities for students to spend time in a professional setting or on a college campus to increase their

understanding of post-secondary education, develop a life-long love of learning and begin the college readiness and preparation process

early ninth grade through Freshman Seminar and classes.

MISSION

To prepare all interested scholars for college success equipped with the passion and tools to begin innovative and world-changing pursuits

toward two and four-year colleges and universities.

VISION

To be the best college preparatory high school for our students and families. Detroit Collegiate Preparatory (DCP) provides a whole school,

whole student education using City Year Corps Members, Johns Hopkins' Talent Development reform model, and Communities in Schools

social-emotional learning supports. We envision our students as life-long learners motivated to seek careers and to positively influence

themselves and their communities while providing an education that prepares all students for college degrees needed to enter their desired

professions.

Detroit Collegiate Preparatory High School offers Detroit students a college-going learning experience to prepare them for academics and

careers. The high school provides a college preparatory curriculum allowing students to explore college courses and visit college campuses,



participate in Upward Bound Detroit, work at internships, engage in community service and academy based projects. The school has

partnerships with Johns Hopkins University, University of Michigan, Ann Arbor and Wayne State University, City Year, Communities in

Schools, and other business and community organizations. Students participate in extra-curricular activities such as the Urban Planning

Academy with a focus on City of Detroit service projects and Entrepreneur Academy with a focus on school store marketing and

management.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Detroit Collegiate Preparatory is built on the Diplomas Now model to keep students in school and on track for college success. The school is

a Detroit Public "priority school" open to ninth and tenth grade students. Each year, a new grade will be added with a focus on urban planning

and entrepreneurship. All students arriving at Detroit Collegiate Preparatory will enroll in a Freshman Seminar course where they will learn

the social, communication and conflict management skills that are required for academic success. The students will also be offered

opportunities to explore college and career choices. The school is supported by three partner organizations: Talent Development, an

education success model developed by the Johns Hopkins University (JHU) Center for Social Organization of Schools. A full-time, on-site

JHU staff member works with teachers to meet state standards and curriculum benchmarks. City Year, a year-long AmeriCorps service

program in which young adult leaders act as "near peer" mentors. The mentors assist the instructional staff by providing academic

interventions and tutoring support. The corps members also lead extracurricular activities. Communities In Schools (CIS), the nation's largest

dropout prevention organization, provides a fulltime, on-site staff member who supports students and families by creating community

connections, providing case management services, and coordinating the on-site service delivery process to reduce

barriers to academic success .



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Small Class Sizes

Student to adult ratio is 8:1 and the maximum class size is 27 students with a certified teacher and a City Year Corps member in each class.

Accelerated College Prep Curriculum

Every student will be enrolled in a college preparatory curriculum that includes an accelerated math and reading curriculum that ensures that

each student's individual needs are met.

Extended Class Time

Each class is taught in ninety minute blocks allowing extra time for instruction, project based and experiential learning activities that expand

each student's understanding of the curriculum content.

Positive Behavior and Interventions Support

Engages parents and students in the process of building school traditions, celebrating success, and creating bright futures.

Elective Courses

First year electives will be Physical Education, Health and Science.

Immediate Response

Assigned staff members will consistently track the Early Warning Indicators (EWI); Attendance, Behavior and Course Performance (the

ABCs). If one or all of these indicators is not at a satisfactory level students will immediately be linked to a support system that will re-direct

and correct the situation.

Vocational Training

Students will be eligible to receive vocational training through the various Detroit Public Schools training sites.

John Hopkins University

JHU CATAMA Math

JHU ALPHA Reading Club

JHU TAM Math






Introduction All priority schools are required to certify yes/no to each of the following assurances and upload a copy of the required documentation in

ASSIST.




Label Assurance Response Comment AttachmentTeacherEvaluation Tool

Our district has implemented an evaluation tool,that includes a significant connection to studentgrowth, to assess the effectiveness of teachers.

Yes Teacher EvaluationTool

Label Assurance Response Comment AttachmentAdministratorevaluation tool

Our district has implemented an evaluation tool,that includes a significant connection to studentgrowth, to assess the effectiveness of leaders.

Yes Leader EvaluationAssurance



Operational Flexibility Assurance



Introduction To ensure that all priority schools are in compliance with the required Michigan Department of Education Assurances it is required that

acknowledgement and submission of certain documentation be completed.



Assurance of Operational Flexibility

All identified Michigan priority schools must complete and submit the following operational flexibility assurances as part of their Redesign

Plan no later January 30, 204.

Label Assurance Response Comment AttachmentOur school assures the Michigan Department ofEducation that under our current collectivebargaining agreements, board policies, andoperating procedures that the school buildinghas the authority and autonomy to implementall redesign plan requirements as written. Thisassurance requires that schools upload eitheran Executed Addendum or a Memorandum ofUnderstanding as evidence on the followingscreen.

Yes

Label Assurance Response Comment AttachmentOur school has an executed addendum to thedistricts applicable collective bargainingagreements which includes all the followingelements required by Section 8 of the MCL380.1280c:Section (8) An addendum to a collectivebargaining agreement under this section shallprovide for any of the following that arenecessary for the applicable school interventionmodel to be implemented at ___ School.

(a)That any contractual or other senioritysystem that would otherwise be applicable shallnot apply at ___ School. This subdivision doesnot allow unilateral changes in pay scales orbenefits.

(b)That any contractual or other work rules thatare impediments to implementing the redesignplan shall not apply at ___ School. Thissubdivision does not allow unilateral changes inpay scales or benefits.

Yes DFT Addendum

Label Assurance Response Comment AttachmentOur school has a Memorandum ofUnderstanding (MOU) outlining the commitmentto hold a negotiated addendum meeting toaddress requirements of Section 8a of MCL380.12080c

No An addendum already exists (seeattachment).



Label Assurance Response Comment AttachmentOur Local Educational Agency (LEA) willcomply with all applicable requirements,policies and conditions for implementing theReform/Redesign Plan. The LEA understandsthat if it fails to develop an approvable plan, ordoes not make satisfactory progress on theplan implementation and/or studentachievement, the Michigan Department ofEducation/State School Redesign Officer mayissue an order placing the school under thecontrol of the State School Reform/RedesignSchool District (SSRRD). If the school isplaced under the control of the SSRRD, underSection 6 of the MCL 380.1280c, the SSRRDwill impose for the school one of fourintervention models and impose an addendumto applicable collective bargaining agreementsin effect for the school as necessary toimplement the school intervention model asrequired by Section 8 of the MCL 380.1280c.

No Not Applicable.



Transformation Redesign Diagnostic



Introduction The Transformation Model addresses four specific areas: 1) developing teacher and school leader effectiveness; 2) implementing

comprehensive instructional reform strategies; 3) extending learning and teacher planning time and creating community-oriented schools;

and 4) providing operating flexibility and sustained support. Overall, you will write a reform/redesign plan to address eleven separate

requirements. The reform/redesign plan should be developed for implementation through the 2015-16 school year.



PART A: REFORM TEAM PERSONNEL

Please list the individuals involved in the development of this reform/redesign plan. Use a separate line to list each individual, and

include name, title or role, and email contact information. Steven Elam, School Director, steven.elam@detroitk12org

Thomas Van Hulle, Academic Operations Administrator, [email protected]

Laura Draper, Dean of Curriculum and Instruction, [email protected]

Thor Hicks, Dean of Climate and Culture, [email protected]

Tawana Mercer-Harden, Teacher (Mathematics/Science/Elective Coach and Testing Coordinator), tawana.mercer-harden@detroitk12org

Sharon James, Teacher (ELA/Social Studies Coach), [email protected]

Danita Holimon, Special Education Teacher, [email protected]

Ester Sutgrey, Special Education Teacher, [email protected]

Keisha Lewis, Special Education Teacher, [email protected]



PART B: TEACHING AND LEARNING PRIORITIES

State two or three “big ideas” for your reform/redesign plan that are intended to change teaching and learning in ways that

promote student growth in your school. After an analysis of the 2012-2013 Michigan Merit Examination (MME) and Fall Measures of Academic Progress (MAP) test, Detroit

Collegiate Preparatory High School at Northwestern (DCP@NW) chose to implement a systemic, whole school approach targeting the

following areas for immediate improvement:

#1 Reading and Writing Across the Curriculum

#2 Mathematical Understanding

DCP@NW redesigned to provide interdisciplinary teacher teams with shared cohorts of students. This allows for cross-curricular

assignments, lessons, projects, field trips, and special events relating to both reading and mathematics. Extended blocks with a 4X4

structure provides the time and focus to actualize cross-curricular initiatives.

Reading and Writing Across the Curriculum

-Johns Hopkins University (Talent Development Secondary--TDS) provides curriculum and imbedded professional development to accelerate

reading and its broad application across the curriculum with a focus on reading skills in the 9th and 10th grades.

-On-site instructional coach, trained in the TDS model and curriculum, provides monthly reflective discussions, conducts content meetings,

and shares best practices with staff during staff meetings, teacher team meetings, and district professional development.

-TDS provide ELA teachers with content training for one week in the summer and visit once a month to support both ELA teachers and the

on-site instructional coach.

-TDS curriculum is designed for students that are not on grade level upon enrollment with an extra lab designed to remediate students with

more than two grade levels below (Accelerated Literacy for Adolescents--ALFA Lab)

Reading:

Based on the analysis of perception, student achievement, school programs/process and demographic data DCP@NW have concluded that

in the area of identifying author's craft and structure, understanding point of view in narrative text; as well as understanding themes, and

making connections to the real world as presented in informational and narrative text as the primary cause for the gap across all groups. Our

goal for reading is that all students at DCP@NW will become proficient readers. We will accomplish this by incorporating the following tiers:

Tier I - Strategies for All students: Teachers will apply differentiation of instruction of informational and narrative text to increase the reading

comprehension of all students.

Tier II - Intervention Strategies: Teacher will use flexible grouping to promote a deeper understanding of informational and narrative text.

Tier III - Intensive Intervention Strategy: Teachers will provide increase instructional time to improve proficiency in the areas of informational

and narrative text for students furthest from targeted group

Writing:


in the area of writing arguments focused on the use of establishing clear relationships or argument among the claims, counterclaims, reasons

and evidence as the primary cause for the gap across all groups. Our goal for reading is that all students at DCP@NW will become

proficient writers. We will accomplish this by incorporating the following tiers:

Tier I - Strategies for ALL students: Teachers will apply differentiation of instruction to produce persuasive writings, which will increase the



writing abilities of all students.

Tier II - Intervention Strategies: Teacher will use flexible grouping to produce persuasive writings, which will increase the writing proficiency

for students with writing difficulties.

Mathematical Understanding

-Johns Hopkins University (Talent Development Secondary--TDS) provides curriculum and imbedded professional development to accelerate

reading and its broad application across the curriculum with a focus on reading skills in the 9th and 10th grades.

-On-site instructional coach, trained in the TDS model and curriculum, provides monthly reflective discussions, conducts content meetings,

and shares best practices with staff during staff meetings, teacher team meetings, and district professional development.

-TDS provide ELA teachers with content training for one week in the summer and visit once a month to support both ELA teachers and the

on-site instructional coach.

-TDS curriculum is designed for students that are not on grade level upon enrollment with an extra lab designed to remediate students with

more than two grade levels below (Computer And Team Assisted Math Acceleration--CATAMA Lab)

Mathematics:


in the area of Numbers and Operations we will strongly emphasize multi-digit multiplication and division along with the use of fractions and

percentages AND solving equations, identifying algebraic patterns, and determining variable in the area of algebra as the primary cause for

the gap across all groups. Our goal for mathematics is that all students at DCP@NW will advance basic understanding to support geometry

and Data/Analysis/Statistics/Probability to become proficient in mathematics. We will accomplish this by incorporating the following tiers:

Tier I - Strategies for ALL students: Teachers will apply differentiation of instruction to increase the understanding of Numbers and

Operations AND Algebra with a strong emphasis on basic skills for all students.

Tier II - Intervention Strategies: Teacher will use flexible grouping to promote a deeper understanding of Numbers and Operations AND

Algebra with a strong emphasis on basic skills for students needing supplemental support.

Tier III - Intensive Intervention Strategy: Teachers will provide increase instructional time to improve proficiency in the areas of Numbers and

Operations AND Algebra with a strong emphasis on basic skills for students furthest from targeted group. State what data were used to identify these ideas Data

According to the 2012-2013 MME data

Reading

<10%Advanced

15%Proficient

46%Partially Proficient

40%Not Proficient

Mathematics

<10%Advanced

<10%Proficient

14%Partially Proficient

84%Not Proficient



According to the 2012-2013 STAR Reading and Mathematics data

Reading

32% of the student deficiencies revolved around understanding author's craft

22% around analyzing argument and evaluating text

Mathematics

Numbers and Operations

25% need to work on multiplication of multi-digit numbers (including decimals)

21% need to work on addition and subtraction of fractions

16% need to work on division of multi-digit numbers (including decimals)

12% need to work on converting fractions

Algebra

43% need to work on solving equations

25% need to work on patterns

19% need to work on determining variables (creating and using charts thereof)

According to the 2013-2014 NWEA data (Rausch Unit--Student Instructional Level)

9th Grade% <Normative10th Grade% <Normative11th Grade% <Normative

Mathematics 201.6 -14.18% 208.5 -11.46% 213.9 -9.82%

Reading 196.1 -11.63% 206.5 -7.56% 210.8 -5.68%

Lang. Usage 201.4 -8.87% 206.9 -6.89% 208 -6.60%

TESTING SCHEDULE

Explore 9/Plan 10/ACT 11Pre-10/9/13-10/26/13Post-5/20/14-5/31/14

NWEA (ALL)BOY 9/4/13-9/28/13MOY 1/6/14-1/18/14EOY 5/5/14-5/23/14

NAEP (12)1/28/14-3/7/14

PSAT10/17/13

MME (11-12)3/3/14

MEAP (9)10/7/13-10/25/13

MI-ACCESS2/3/14-2/21/14

Quarterly Assessments11/4/13-11/8/131/20/14-1/24/144/7/14-4/11/145/26/14-5/30/14



PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS

Requirement #1: Replace the Principal and increase leadership capacity at the school.

Indicator 1A: In your response, describe how the district has taken on of the following actions: (a) a new principal has been hired

that meets all five turnaround competencies, (b) the current principal meets all four turnaround competencies, and (c) a principal

with turnaround competencies will be hired before the end of the planning year. *Note: (a) and (c) are the only options if you plan to

apply for a School Improvement Grant.

Indicator 1B: Describe how the district will increase leadership capacity. Ensure that this plan addresses at least one of the big

ideas around which this plan is developed. A new principal has been hired that meets all five turnaround competencies.

Detroit Collegiate Preparatory High School (DCP) was formed in the fall of 2011 with collaboration among DPS Detroit Rising, Michigan

Future Schools, and Diplomas Now. In the fall of 2013, DCP assumed Northwestern High School's student population--forming DCP@NW.

This merger consisted of an entirely new administrative team (school director/Steven Elam, academic operations administrator/Thomas Van

Hulle, Dean of Curriculum and Instruction/Laura Draper, Dean of Climate and Culture/Thor Hicks) and twenty-two new staff members (58%

change in faculty).

Mr. Elam was previously part of a successful redesign of a school in St. Louis, MO and Washington, D.C. Upon placement as school

direction, his immediate goals were:

-Prior to the beginning of school, a series of parent/student informational sessions inducted stakeholders into a new school climate and

culture,

-Prior to the beginning of school, staff met to galvanize a vision and mission statements, student handbook, and 1st week student

orientation/assimilation process,

-Developed community partnerships with Northwestern Alumni, Detroit Rising, Diplomas Now (Talent Development Secondary, City Year,

and Communities in Schools),

-Awareness, support, and dedication of the Diplomas Now reform model,

-Track, display, and promote early initiatives around attendance (average daily attendance), behavior (suspensions), and course

performance (with an emphasis on ELA and mathematics),

-Dedicated specific time within staff meeting for teacher teams to meet and discuss monthly data for targeted interventions and whole-

school/team initiatives,

-Counselors targeted graduating seniors (or near seniors) for priority scheduling, credit recovery, and dual enrollment.

Support based on Teacher Need

Staff support will come from needs assessment, school instructional vision, and school wide initiatives. Needs assessment will evolve from

the PD360 evaluation process (initial/informal observation, Mid-year formal observation, Final/end-of-year evaluation), the resulting

professional learning plans, teacher survey, PD evaluations, and input from coaches/instructional facilitators/District and Wayne RESA

professional development resources. External supports will be vital in assessing progress toward the school's instructional vision. In a

reflective process (coaching cycle), coaches/instructional facilitators/District and Wayne RESA professional development resources will

provide valuable perspective on whole staff needs and whole school needs. Also assisting in needs assessment for the school will be

climate surveys from parents, students, and staff.

Coaches, instructional facilitators, District and Wayne RESA professional development resources are all part of an embedded professional



development strategy with periodic and on-going feedback for both teachers and administrators. Coaches provide on-site, everyday

feedback according to the coaching cycle illustrated below:

PLANNING--Goals, Evidence, Actions, Roles

ACTION--Co-Teach, Collaborate, Facilitate, Evidence, Model

DEBRIEFING--Initial Thoughts, Evidence, Conclusions, Next Steps

In the same way, TDS instructional facilitators use the same strategy to support coaches. Along with semester transitions from TDS

curriculum to 2nd semester, instructional facilitators will aid coaches with negotiating District benchmarks/Common Core State Standards,

data analysis, and best practices. TDS and reDesign will provide administration with instructional feedback and the support necessary to

realize school goals and instructional vision. TDS and reDesign visit once a month. District and Wayne RESA professional development will

provide support as needed throughout the school year.

PD: Goals, Expectations, Evidence

EWI Meetings

Goals--Positively impact students struggling with attendance, behavior, and course performance (ELA and mathematics)

Expectations--DN partners, school support staff, and teachers will identify specific and time-bound interventions for specific students--the

right intervention, for the right student, at the right time

Evidence--Agendas, Minutes, Sign-In Sheets, Impact on Specific Student and School-Wide ABC Data

TEAM Meetings

Goals--Create effective tiered initiatives, share instructional strategies and content planning, plan field trips and activities, develop PBIS

initiatives

Expectations--An effective professional learning community that develop SMART goals to impact student development

Evidence--Agendas & Minutes/Action Plans, Sign-In Sheets, Lesson/Unit Plans, Posted Data, BBC, PBIS and Other Calendared School-

Wide Initiatives

DPS Content and TDS Content Training

Goals--Develop a coherent academic experience, by content, for students

Expectations--Share best practices among teachers, develop effective tiered supports, and planning assessment with lesson development

Evidence--Agendas, Sign-In Sheets, Lesson/Unit Plans, Posted Data, BBC, Assessment Item/Skill Analysis

JHU TA Visits and Coaching

Goals--Reflect upon content implementation, student progress, and personal instructional development

Expectations--Thoughtful analysis of content concept development (from 1st to 2nd semester), addressing student skill gaps with aligned

lessons, professional advancement in best practices for teachers

Evidence--Agendas & Minutes/Action Plans, Sign-In Sheets, Lesson/Unit Plans, Posted Data, BBC, Calendared School-Wide Initiatives,

Assessment Item/Skill Analysis

reDesign PD

Goals--Reflect upon instructional framework, teamwork, classroom management, and behavior management

Expectations--a high sense of professional efficacy within a professional learning community and professional development plan

Evidence--Agendas & Minutes/Action Plans, Sign-In Sheets, Lesson/Unit Plans, Posted Data, BBC, Calendared School-Wide Initiatives,

posted and enforced classroom rules and procedures



TDS Extended Block Training

Goals--Develop awareness and practical tools for student engagement in a 90 minute block of instructionExpectations--Lesson and unit

plans that differentiate instruction and employs multimodal activities to further develop content comprehension and social skills

Evidence--Agenda, Sign-In Sheet, Lesson/Unit Plans, and posted and enforced classroom rules and procedures Requirement #2: Use rigorous, transparent, and equitable evaluation systems for teachers and principals.

Indicator 2A: In your response, detail the collaborative process used to create a teacher evaluation plan and explain how the

evaluation includes student growth as a significant factor (by 2014-15, at least 40% of teachers' evaluations must be based on

student growth). Attach the teacher evaluation and Administrator Evaluation.

Indicator 2B: In your response, detail the collaborative process used to create a leader evaluation plan and explain how the

evaluation includes student growth as a significant factor (by 2014-15, at least 40% of teachers' evaluations must be based on

student growth). Attach the teacher evaluation and Administrator Evaluation. Evaluation Process/Tools

DPS developed supports PD360 as the evaluation process for teachers and school leaders based on the following:

1.) Professional standards that define effective teaching and leadership

2.)Student achievement outcomes

3.)Continuous improvement and accountability

The processes reflect the interdependence of evaluation, professional development, and accountability, and are grounded in the belief that

the assessment of teachers and instructional leaders must be based on a set of clearly defined performance standards that are connected to

student performance outcomes. Professional development and support must be directly linked to performance standards; and teachers and

leaders must be held accountable for meeting these expectations. These understandings represent the foundation from which the teacher

and principal evaluation process was designed.

Teacher Evaluation Tool/Process

The DPS Academic Plan puts the needs of children front-and-center, but also specifically lists teacher effectiveness and accountability

systems, including evaluation tools, as necessary to get the job done. Excellent teaching must be at the center of any successful school

district. Excellent teachers are not simply "found" and left to work magic in classrooms. They must be supported and developed over time to

achieve greater results with their students year after year. Individuals at all levels of the district play a crucial role in this process, from district

administration to principals, from coaches to teachers--everyone must work to uphold rigorous standards for teaching supporting teachers to

attain it. Ensuring that our students have the best teachers form their first day in DPS until they graduate is the most critical responsibility we

share.

Our belief that all students in DPS can achieve at a high level drives every action we take as the adults responsible for their success. We

recognize that in order to make DPS excellent, we must all understand our common goal, continuously and objectively assess our progress

as individuals and teams, and then take strategic steps to improve. Our new teachers Evaluation and Professional Development System

puts Detroit on a path to accomplish the ambitious goals we have set for the district, its employees, and most importantly our students.

The rubric upon which all evaluations are based set clear, rigorous expectations across multiple levels, and contains recommendations for

additional training in cases where teachers might demonstrate needed growth in a particular competency. All teachers will receive regular

feedback. Teachers who demonstrate below average development will receive feedback more often and have the opportunity to engage in

meaningful one-on-one and small group professional development.



In Detroit, we value our teachers immensely and are keenly focused on teacher development. Success within our system requires

partnerships at and across levels; between teachers as peer evaluators, between principals as collaborators and thought-partners, and

between principals and teachers. Only be creating a culture built around a common understanding of what good teaching is can we expect

our teachers to flourish and our students to achieve the high standards we hold for them.

The Teacher Development and Evaluation Rubric

To ensure that we are assessing quality teaching with the most rigorous standards, DPS will weight a teacher's evaluation as 60% of the total

teacher evaluation score. The Teacher Development and Evaluation rubric is designed to comprehensively define excellent teaching for the

DPS and provide a common language through which we can discuss, evaluate, and professionally develop our school-based staff to improve

year after year.

To evaluate teachers as objectively as possible, DPS will weight appropriate standardized assessments (MEAP, MME, NWEA, and other

district quarterly benchmark assessments) as 25% of a teacher's evaluation score. The district will analyze trends in students' scores and

assess improvement over previous years. Those teachers whose students consistently improve in standardized assessments will be rated

favorably; those teachers whose students consistently do not improve will be rated unfavorably.

Principal Evaluation Tool/Process

Effective school leaders are also critical to the work required to improve teaching and learning. Building a community of instructional leaders

who are able to support teachers in improving instructional practice and create the necessary structures and systems required to effectuate

this work is an essential element of comprehensive reform.

Developing the capacity of school leaders to support improvement in teaching and learning, requires that principals have access to

meaningful professional learning opportunities aligned to core competencies that define effective leadership and meet each principal's

individual learning needs. The creation of a comprehensive principal evaluation system is a core element of leadership professional

development and continuous improvement. To that end, in January 2013, the District began the work of improving our existing principal

evaluation system, in collaboration with a focus groups of school principals that is based on a continuous improvement model and shared

accountability for student learning and achievement. The primary purpose of the evaluation system is to improve the capacity of the principal

to improve teaching and learning by:

-Creating a shared vision of effective leadership

-Providing meaningful feedback to principals that support the refinement of their work

-Providing qualitative and quantitative data that drive the design/adjustments of the comprehensive principal professional development plan

-Creating a system of accountability

Detroit Rising also coordinated a partnership with Teach for America called Detroit Leads. This program provides ongoing professional

development for new school leaders with monthly meetings, seminars, school visits, and mentoring. Requirement #3: Identify and reward school leaders, teachers, and other staff members who have increased student achievement.

Additionally, the school will remove leaders and staff members who have been given multiple opportunities to improve

professional practice and have not increased student achievement.

Indicator 3A: In your response, identify the strategies that will be used to identify and reward school leaders, teachers, and other

staff members who have increased student achievement. This process must reward educators for positively contributing to

increased student achievement and for implementing the instruction program with fidelity (outlined in requirement #6).



Indicator 3B: In your response, describe how the school will remove leaders and staff members who have been given multiple

opportunities to improve professional practice and have not increased student achievement outcomes, and who have not met

criteria based on the teacher evaluation system. The rewarding and removing of school leaders has been determined by the district with the implementation of new contract agreements.

Effective August 9, 2010, the District revamped principals' employment agreements and compensation structure to base each principal's

tenure and compensation upon certain specified performance indicators, particularly student achievement. Article VIII of the District's

Administrative Employment Agreement with principals provides that salary step advancements and annual performance reviews will include,

but not be limited to, the following:

- Achieving prescribed student performance targets set by the District as measured by the State MEAP/ MME. Targets will be composite as

well as specific for each subgroup measured y the state examinations/ assessments;

-Management of budget - general purpose, school-based and federal;

-Student attendance goals;

-Suspension/ expulsion goals;

-Graduation goals;

-Thoughtful implementation of program recommendations as a result of school diagnostic reviews;

-Satisfactory completion of SIP academic plans, including SIP, and academic achievement;

-Participation and engagement in prescribed professional development opportunities; and

-Establish a school leadership team focused on strategies to dramatically increase student achievement as measured by national, state and

District assessments.

Decisions regarding each principal's salary step advancement (i.e., compensation) and contract renewal will be based upon his/ her

performance with respect to the above indicators.

Rewards for teachers and other staff members who have increased student achievement will incorporate the use of the student achievement

data. To identify increased student achievement, DCP @ NW will consider data from the MAP assessment, STAR math and reading, and

ACT/ MME assessments. Teachers will be given an opportunity to earn gift certificates, school spirit wear, and teaching tools as incentives.

The rewards will also include teacher spotlights and publicity highlights during daily announcements and email blasts. DCP @ NW is also

committed to providing teachers with 21st Century learning tools for staff that has increased student achievement as well as an opportunity to

have extra time for preparation. The removal of teachers and other staff members is determined by an evaluation process. The rubric for the

evaluation process is based upon clear, rigorous expectations across multiple levels, and contains recommendations for professional

development in cases where teachers might demonstrate needed growth in a particular competency. The Detroit Public Schools will weight

a teacher's evaluation as 60% of the total teacher evaluation score. Those teachers who students consistently do not improve will be rated

unfavorably. Requirement #4: Provide staff with ongoing, high quality, job-embedded professional development aligned with the school's

comprehensive instructional program. This should be designed with school staff to ensure that staff can facilitate effective

teaching and learning and have the capacity to successfully implement the school reform strategies.

Indicator 4A: In your response, describe the school's plan for professional development. The plan must: (a) reflect the "Big Ideas"

(see Part B), (b) offer repeated opportunities with a common focus, (c) be high quality, (d) be job-embedded (e.g. integrated into the

work day), (e) align to the instructional program described in requirement #6, and (f) include a process for assessing the impact of

PD on instructional practices.



Goal 1:

All students at Detroit Collegiate Preparatory High School at Northwestern will become proficient writers. Measurable Objective 1:

A 39% increase of All Students will demonstrate a proficiency in their ability to write informative/explanatory texts in English Language Arts

by 06/30/2016 as measured by ACT/MME assessments.. Strategy1:

Tier 1 Writing Intervention - Teachers will apply differentiation of instruction to write informative/explanatory texts which will increase the

writing abilities of all students.

Research Cited: *"Differentiated instruction is rigorous. You provide challenging instruction to motivate student to push themselves. You

recognize individual differences and set goals for learning based on student's particular capabilities. You don't set the bar so low that

students needs not make

their best efforts nor so high that students fail and feel defeated. Differentiated of Instruction is also flexible and varied. Where appropriate,

students make choices about how they will learn and how they will show what they've learned. They may be given opportunities to select

topics they wish to explore in greater depth. They may also choose whether they will work independently, with a partner, or in a group. With

differentiation, teachers employ many different instructional strategies. Instruction is not "one size fits all."Heacox, D. (2002). Differentiating

Instruction in the regular classroom: How to teach and teach all learners, Grades 3-12. Minneapolis, MN: Free Spirit Publishing.

* Talent Development - John Hopkins University- Published by the Center for Research on the Education of Students Placed At Risk

(CRESPAR), supported as a research and development center by funds from the Office of Educational Research and Improvement, U.S.

Department of Education. All students will receive extra support the 1st semester with Strategic Reading, Reading and Writing in your

Career, College Preparation Reading and Writing and/or Accelerating Literacy for Adolescents Lab. *Classroom Instruction that Works,

Marzano, Pickering and Pollock, 2001. Research has confirmed Marzano's strategies are most likely to improve student achievement across

all content areas and all grade levels.*John Hopkins University - Talent Development Secondary - ALFA Lab: Accelerate Literacy for

Adolescence (ALFA) Lab in Urban, High- Poverty, High-Minority Middle Schools, Robert Balfanz

Tier: Tier 1

Activity - Tutorial Sessions ActivityType Tier Phase Begin Date End Date Funding Amount

& Source Staff Responsible

Teachers C-2 Pipeline and CityYear will monitor and provideextra academic support before,during and after-school toimprove writing in the area ofinformative/explanatory textswhich will increase studentswriting proficiency.

AcademicSupportProgram

Tier 1 GettingReady 09/03/2013 06/30/2016 $0 - No Funding

RequiredCity Year, Teacher,C-2 Pipeline



Strategy2:

Tier 2 Writing Intervention - Teacher will use flexible grouping to develop student to write informative/explanatory texts, which will increase

the writing proficiency for students with writing difficulties.

Research Cited: * Talent Development - John Hopkins University- Published by the Center for Research on the Education of Students Placed

At Risk (CRESPAR), supported as a research and development center by funds from the Office of Educational Research and Improvement,

U.S. Department of Education. All students will receive extra support the 1st semester with Strategic Reading, Reading and Writing in your

Career, College Prepation Reading and Writing and/or Accelerating Literacy for Adolescents Lab.

Tier:

Activity - Vocabulary Builder ActivityType Tier Phase Begin Date End Date Funding Amount


Teacher teams will meet bi-weekly to implement a crosscurricular ACT and academicvocabulary initiative where allteachers will systematically useand reinforce selected vocabularywords within the weekly lesson.


Tier 1 GettingReady 09/03/2013 07/30/2016 $0 - No Funding

RequiredTeacher, ReadingSpecialist

Activity - ProfessionalDevelopment: DifferentiateInstruction

ActivityType Tier Phase Begin Date End Date Funding Amount


Staff will receive professionaldevelopment on how todifferentiate instruction in theclassroom.

ProfessionalLearning Tier 1 Getting

Ready 09/03/2013 06/30/2016 $50000 - GeneralFund Staff, Principal

Activity - Extra AcademicAssistance



Resource Teachers and CityYear will monitor and provide oneon one, push-in, pull-out, smallgroup and/or direct instruction forstudents who need support inwriting.

Tutoring 09/03/2013 06/30/2016 $0 - No FundingRequired City Year, Teachers

Activity - Flexable GroupingTraining



Staff will receive professionaldevelopment on how to use andmanage flexible groupings in theclassroom.


09/03/2013 06/30/2016 $0 - No FundingRequired

TalentDevelopment,Coach

Activity - Flexible Grouping ActivityType Tier Phase Begin Date End Date Funding Amount


Teacher teams will implementflexible grouping in the classroomby forming groups according tostudents skills, ability or interestlevels.


09/03/2013 06/30/2016 $0 - No FundingRequired Teachers



Goal 2:

All students at Detroit Collegiate Preparatory High School at Northwestern will become proficient readers. Measurable Objective 1:

39% of All Students will demonstrate a proficiency in reading comprehension of informational and narrative text in English Language Arts

by 06/30/2016 as measured by re and post ACT assessments. Strategy1:

Tier 1 Reading Intervention - Teachers will apply differentiation of instruction of informational and narrative text to increase the reading


Research Cited: *Talent Development Secondary - a program of John Hopkins University's School of Evaluation. Robert Balfanz-senior

research scientist at John Hopkins who focuses on America's dropout crisis in high poverty neighborhoods through Talent Development

Secondary. A five-year rigorous study by MDRC independent research firm found that Talent Development reform produce substantial

games in academic improvement over those schools that do not participate in the the Talent Development Program. *Classroom Instruction

that Works, Marzano, Pickering and Pollock, 2001. Research has confirmed Marzano's strategies are most likely to improve student

achievement across all content areas and all grade levels. * Talent Development - John Hopkins University- Published by the Center for

Research on the Education of Students Placed At Risk (CRESPAR), supported as a research and development center by funds from the

Office of Educational Research and Improvement, U.S. Department of Education. All students will receive extra support the 1st semester with

Strategic Reading, Reading and Writing in your Career, College Preparation Reading and Writing and/or Accelerating Literacy for

Adolescents Lab.

Tier:



Teacher teams will meet bi-weekly to implement a crosscurricular vocabulary initiativewhere all teachers will review textvocabulary to systematically use,introduce, and reinforce selectedvocabulary words within theweekly lesson



Teacher, ReadingSpecialist

Activity - ProfessionalDevelopment-DifferntiatedInstruction




ProfessionalLearning 09/03/2013 06/30/2016 $500 - General

Fund Staff, Principal



Strategy2:

Tier 3 Reading Intensive Intervention - Teachers will provide increase instructional time to improve proficiency in the areas of informational

and narrative text for students furthest from targeted group.

Research Cited: Research Cited: Journal of Education for Students Placed at Risk, Volume 18, Issue 1, 2012, Special Issue: Early Warning

Indicators of High School Outcomes. Elaine Allensworth: Pages 68-83. Early Warning Indicators meeting are conducted to focus on

conversations and efforts on actionable student problems; identifying students for intervention; and using indicator patterns to address low

performance in a strategic way

Tier:

Activity - Tutoring Sessions ActivityType Tier Phase Begin Date End Date Funding Amount


Teachers and City Year willmonitor and provide extraacademic support before, duringand after-school to improvereading proficiencies in the areaof informational and narrative textwhich will increase studentsreading comprehension.

Tutoring 09/03/2013 06/30/2016 $500 - GeneralFund

Staff, Teacher, CityYear

Activity - Strategic Reading ActivityType Tier Phase Begin Date End Date Funding Amount


Teachers will teach students andimplement a five unit introductionto high school level reading toprepare students for the rigoroussequence of advanced readingcourse. These foundationcourses consists of: StrategicReading (9th Grade) Reading &Writing in Your Career (10thGrade) College Prep Reading&Writing (11th Grade)



Teacher, DiplomaNow Coach,Reading Specialist

Activity - ProfessionalDevelopment -TransitionalReading



Teachers will receive professionaldevelopment in the readinginitiatives of Strategic Reading,Reading & Writing in Your Careerand College Preparation Reading& Writing.

ProfessionalLearning 09/03/2013 06/30/2016 $500 - Title II Part

A

Reading Coach,TalentDevelopmentCoach

Activity - Early WarningIndicator



Grade Level teachers will conductEarly Warning Indicator meetingsto identify and monitor studentswith academic, behavior orconduct issues that are effectingstudents academicadvancements.

Monitor 09/03/2013 06/30/2016 $0 - No FundingRequired Staff



Strategy3:

Tier 2 Reading Intervention - Teacher will use flexible grouping to promote a deeper understanding of informational and narrative text.

Research Cited: Talent Development Secondary - a program of John Hopkins University's School of Evaluation. Robert Balfanz-senior


Secondary. A five-year rigorous study by MDRC independent research firm found that Talent Development reform produced improvements.

Tier:

Activity - Transitional Reading ActivityType Tier Phase Begin Date End Date Funding Amount





TalentDevelopment, ELACoach

Activity - Near Peer Session ActivityType Tier Phase Begin Date End Date Funding Amount


Resource Teachers and CityYear will implement one on one,push-in, pull-out, small groupand/or direct instruction forstudents who need intensivesupport in reading.



Resource Teacher,City Year, SchoolService Assistance

Activity - Reading Lab ActivityType Tier Phase Begin Date End Date Funding Amount


Accelerating Literacy forAdolescents Lab (ALFA) &Accelerated AdolescenceReading Initiative (AARI) Labinstructor will implement thereading strategies to increaseand improve student reading lab.


09/03/2013 06/30/2016 $500 - GeneralFund

Teacher, DiplomaNow Coach &Reading Specialist

Activity - Assisted Reading ActivityType Tier Phase Begin Date End Date Funding Amount


Accelerating Literacy forAdolescents Lab (ALFA) &Accelerated AdolescenceReading Initiative (AARI) teacherand general education Readingteacher will collaborate once perweek to review and monitor thereading content that is beingcovered in the general educationclass so that extra academicsupport can be provided for thosestudents.



Teacher,AcceleratingLiteracy forAdolescents Lab(ALFA) &AcceleratedAdolescenceReading Initiative(AARI) Teacher



Goal 3:

All students at Detroit Collegiate Preparatory High School at Northwestern will become proficient in mathematics. Measurable Objective 1:

A 34% increase of All Students will demonstrate a proficiency in developing an understanding of Algebra with an emphasis on solving

equations in Mathematics by 06/30/2016 as measured by ACT/MME assessments. Strategy1:

Tier 3 Mathematics Intensive Intervention - Teachers will provide increase instructional time to improve proficiency by understanding the

concepts and properties of equations for students furthest from targeted group.

Research Cited: Journal of Education for Students Placed at Risk, Volume 18, Issue 1, 2012, Special Issue: Early Warning Indicators of High

School Outcomes. Elaine Allensworth: Pages 68-83. Early Warning Indicators meeting are conducted to focus on conversations and efforts

on actionable student problems; identifying students for intervention; and using indicator patterns to address low performance in a strategic

way.

Tier: Tier 3





ProfessionalLearning 09/03/2013 06/30/2016 $0 - No Funding

Required


Activity - Reading InterventionTraining



Teacher will receive professionaldevelopment on how to use theAccelerating Literacy forAdolescents Lab (ALFA) &Accelerated AdolescenceReading Initiative (AARI)materials and rotation system.


09/03/2013 06/30/2016 $1000 - GeneralFund

ALFA Lab Coach,Diploma NowCoach

Activity - EWI Training ActivityType Tier Phase Begin Date End Date Funding Amount


Teachers will receive professionaldevelopment on the componentsand use of an Early WarningIndicator Meeting.


Fund

TalentDevelopmentSchool Facilitator



Strategy2:

Tier 1 Mathematics Intervention - Teachers will apply differentiation of instruction to increase the students understanding of concepts and

properties of measurement for all students.

Research Cited: Talent Development - John Hopkins University- Published by the Center for Research on the Education of Students Placed


U.S. Department of Education (R-117-D40005). The Talent Development Middle School Program, an ongoing research and development

effort of CRESPAR, also gratefully acknowledges funds from Carnegie Corporation of New York (B 6643). Talent Development Reading

Initiative uses research-based practices to foster reading achievement for all students. Transitional Reading programs are designed to

prepare students for the rigors of high school mathematics. *Think Through Math: www.thinkthroughmath.com - Think Through Math is an

adaptive online math intervention that transitions students who are working a year or two behind in mathematics to the rigor of the Common

Core Standards and prepares them for higher level mathematics. *Classroom Instruction that Works, Marzano, Pickering and Pollock, 2001.

Research has confirmed Marzano's strategies are most likely to improve student achievement across all content areas and all grade levels.

*John Hopkins University - Talent Development Secondary - CATAMA Lab: Evaluation of the Computer and Team-Assisted Mathematical

Acceleration (CATAMA) Lab in Urban, High-Poverty, High-Minority Middle Schools, Robert Balfanz

Tier: Tier 1

Activity - Near Peer Sessions ActivityType Tier Phase Begin Date End Date Funding Amount


Resource Teachers and CityYear will monitor and provide oneon one, push-in, pull-out, smallgroup and/or direct instruction forstudents who need intensivesupport in mathematics.




Activity - Teacher EWI Meeting ActivityType Tier Phase Begin Date End Date Funding Amount


Teachers will meet weekly todiscuss and review data todetermine students that meet theABC's of the Early WarningIndicators and implementstrategies for student growth.

Other 09/03/2013 06/30/2016 $0 - No FundingRequired Instructional Staff




Grade Level teachers will conductEarly Warning Indicator meetingsto identify students withacademic, behavior or conductissues that are effecting studentsacademic advancements

Monitor 09/03/2013 06/30/2016 $1000 - GeneralFund Staff



Strategy3:

Tier 2 Flexible grouping - Teacher will use flexible grouping to promote a deeper understanding of by understanding the concepts and

properties of equations for students needing supplemental support.



Teachers and City Year willmonitor and provide extraacademic support before duringand after-school to improvemathematical proficiencies in theareas of concepts and propertiesof measurement for students.

Tutoring 09/03/2013 06/30/2016 $500 - GeneralFund Teacher, City Year






Fund Principal

Activity - ProfessionalDevelopment-TransitionalMathematics



Teachers will receive professionaldevelopment in the mathematicalinitiatives of Transition toAdvanced Mathematics,Geometry Foundations orAlgebra II Foundations


Fund

MathematicsCoach, TalentDevelopmentCoach



Teacher teams will meet bi-weekly to implement a crosscurricular vocabulary initiativewhere all teachers will review textvocabulary to systematically use,introduce, and reinforce selectedvocabulary words within theweekly lesson.



Teacher,MathematicsSpecialist

Activity - TransitionalMathematics



Teachers will teach students afive unit introduction to highschool level mathematics toprepare students for the rigoroussequence of advancedmathematics course. Thesefoundation units consists of:*Transition to AdvancedMathematics *GeometryFoundations *Algebra IIFoundations


09/03/2013 06/30/2016 $5000 - GeneralFund Staff - Teachers



Research Cited: Think Through Math: www.thinkthroughmath.com - Think Through Math is an adaptive online math intervention that

transitions students who are working a year or two behind in mathematics to the rigor of the Common Core Standards and prepares them for

higher level mathematics. John Hopkins University - Talent Development Secondary - CATAMA Lab: Evaluation of the Computer and Team-

Assisted Mathematical Acceleration (CATAMA) Lab in Urban, High-Poverty, High-Minority Middle Schools, Robert Balfanz

Tier: Tier 2

Goal 4:

All students at Detroit Collegiate Preparatory High School at Northwestern will become proficient in science. Measurable Objective 1:

A 34% increase of All Students will demonstrate a proficiency in determining the central ideas or conclusions of a text; trace the text's

explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. in Science by 06/30/2016

Activity - Mathematics Lab ActivityType Tier Phase Begin Date End Date Funding Amount


CATAMA Lab instructor willreceive professional developmenton how to successfully setup themathematics lab.


Fund

Diplomas NowMathematicsCoach, Teacher

Activity - MathematicsIntervention



Teachers will receive professionaldevelopment on how to use themathematics based computerprogram Think ThroughMathematics.


09/03/2013 06/01/2016 $1000 - GeneralFund

Think ThroughMathematics Coach

Activity - Assisted Mathematics ActivityType Tier Phase Begin Date End Date Funding Amount


Computer and Team-AssistedMathematics Acceleration Labteacher and general educationMathematics teacher willcollaborate once per week toreview the mathematics contentthat is being covered in thegeneral education mathematicsclass so that extra academicsupport can be implemented forthose students.



Computer andTeam-AssistedMathematicsAcceleration Labteacher, GeneralEducationMathematicsteacher

Activity - TTM Activity ActivityType Tier Phase Begin Date End Date Funding Amount


Teachers will monitor theprogress of their students throughthe computer program ThinkThrough Math.


09/03/2013 06/30/2016 $1000 - GeneralFund

Teacher, TTMCoach



as measured by ACT/MME assessments.. Strategy1:

Tier 1 Science Intervention - Teachers will apply differentiation of instruction to improve scientific investigation skills to increase procedural,

collecting and writing abilities of all students.



students needs not make their best efforts nor so high that students fail and feel defeated. Differentiated of Instruction is also flexible and

varied. Where appropriate, students make choices about how they will learn and how they will show what they've learned. They may be given

opportunities to select topics they wish to explore in greater depth. They may also choose whether they will work independently, with a

partner, or in a group. With differentiation, teachers employ many different instructional strategies. Instruction is not "one size fits all."

Heacox, D. (2002). Differentiating Instruction in the regular classroom: How to teach and teach all learners, Grades 3-12. Minneapolis, MN:

Free Spirit Publishing.

Tier: Tier 1

Goal 5:

All students at Detroit Collegiate Preparatory High School at Northwestern will become proficient in social studies.

Activity - Vocabular Builder ActivityType Tier Phase Begin Date End Date Funding Amount


Teacher teams will meet bi-weekly to develop a crosscurricular vocabulary initiativewhere all teachers will review textvocabulary to systematically use,introduce, and reinforce selectedvocabulary words within theweekly lesson.


Tier 1 Implement 09/03/2013 06/30/2016 $0 - No FundingRequired




Teachers, City Year C-2 Pipelinewill provide extra academicsupport before, during and after-school to improve readingproficiency in the area ofinformational and narrative textwhich will increase studentsreading comprehension.


Tier 1 Implement 09/03/2013 06/30/2016 $500 - GeneralFund

Teacher, City Year,C-2 Pipeline

Activity - ProfessionalDevelopment - DifferentiateInstruction



Staff will recieve professionaldevelopment on how todifferentiate instruction in theclassroom.

ProfessionalLearning Tier 1 Getting

Ready 09/03/2013 06/30/2016 $500 - GeneralFund Principal



Measurable Objective 1:

A 30% decrease of All Students will demonstrate a proficiency in the areas of critical thinking and interpret graphs/charts in Social Studies

by 06/30/2016 as measured by MEAP assessments. Strategy1:

Tier 1 Social Studies Teachers will apply differentiation of instruction to improve critical thinking and interpret graphs/charts to increase the

academic achievement of all students. - Teachers will apply differentiation of instruction to improve critical thinking and interpret

graphs/charts to increase the academic achievement of all students.




*Classroom Instruction that Works, Marzano, Pickering and Pollock, 2001. Research has confirmed Marzano's strategies are most likely to

improve student achievement across all content areas and all grade levels. *College Summit Launch 2012 - http://www.collegesummit.org/ -

College Summit is a national nonprofit organization that helps students from low-income communities to enroll in college. * Success

Highways - http://www.scholarcentric.com - Success Highways develops the critical resiliency skills that are scientifically linked to improved

student engagement, achievement, and graduation rates. *Freshman Seminar, Johns Hopkins University. 2011- This 6 unit course is

designed to give students the social and study skills they need to engage in active and contextual learning. It also introduces students to high

school requirements and procedures, and demonstrates how school and schoolwork are related to adult life and success.

Tier:

Activity - ProfessionalDevelopment - FreshmanSeminar



Teachers will receive professionaldevelopment in the readinginitiatives of Success Highways,College Summit & FreshmanSeminar


Fund

TalentDevelopmentCoach

Activity - Transitional SocialStudies



Teacher will teach students anintroduction to high school toprepare students for high schooland post seconary success.These foundation units consistsof: *Freshman Seminar *SuccessHighways *College Summit


09/03/2013 06/30/2016 $500 - GeneralFund

Staff

Teacher



Strategy2:

Tier 2 Social Studies Intervention - Teacher will use flexible grouping to support and address critical thinking and interpret graphs/charts for

students needing supplemental support.

Research Cited:

Tier:
















Fund Staff Principal



Teacher teams will implementflexable grouping in theclassroom by forming groupsaccording to students skills,ability or interest levels.


09/03/2013 06/30/2016 $0 - No FundingRequired Instruction Staff




Resource Teachers and CityYear will monitor and provide oneon one, small group and/or directinstruction for students who needsupport in Social Studies


09/03/2013 06/30/2016 $0 - No FundingRequired City Year, Teacher



Narrative:

DCP @ NW will be able to complement the achievement strategies by offering continuous improvement through job-embedded professional

development throughout the school year. Professional development will address elements that align instructional strategies that have

increased student achievement in reading and mathematics to instructional practice. Specific PL is outlined as follows:

-Teachers will be trained on how to use the Accelerating Literacy for Adolescents Lab (ALFA) & Accelerated Adolescence Reading Initiative

(AARI) materials, rotation system and how to successfully set the Reading lab.

-Teachers will receive professional development in the reading initiatives of Strategic Reading, Reading & Writing in Your Career and College

Preparation Reading & Writing.

-Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab instructor will receive professional development on how to

successfully setup the computer mathematics lab.

-Teachers will receive professional development in the mathematical initiatives of Transition to Advanced Mathematics, Geometry

Foundations or Algebra II Foundations.

-Teachers will receive professional development in the reading initiatives of Success Highways, College Summit & Freshmen Seminar.

-Teachers will receive professional development on how to differentiate in the classroom, and how to use the full-inclusion model with a co-

teacher.

Teachers will also receive ongoing training through weekly content and cross-curricular team meetings utilizing staff-led trainings in the

following:

-Teaching in the extended block

-Utilizing a Black Board Configuration (BBC) to write AIMS

-Understanding by Design- Unit Planning

-Integrating Blended Learning and Technology in the Classroom

-Word Walls and Walls that Teach

-Classroom Management and Alternatives to Suspension

-Building Student Investment and Relationships

-Designing Project-Based Cross-Curricular Learning Experiences

-Using Data and DesCartes: A Continuum of Learning to adjust Instruction

-Accelerated Math and Accelerated Reader

Teachers and Instructional specialists will provide training to address the importance of using data from student samples, classroom level

assessments, MME, STAR, MEAP, and diagnostic reports to drive instructional decisional-making and student achievement. These

conversations will take place weekly at our grade-level meetings and Early Warning Indicator (EWI) meetings, where teachers look at up-to-

date attendance, behavior, and course performance data in order to create Tier I, II, and III interventions to support student achievement

further. Additionally, content teams meet weekly to share research-based best practices, plan school-wide focus objectives-specifically in

reading and math- and norm rubrics to identify exemplary, rigorous work. These weekly meetings are supported by partnerships with

Diplomas Now, Michigan Redesign and Parent Community Network, and the implementation of interventions is supported through City Year

and other community partnerships.

Activity - Flexible GroupingTraining





Required




Staff evaluates effectiveness of programs on an ongoing basis and determines how best to implement change and how the school should

revise and monitor the plan. The entire staff generates dialogue about the assessments and their effectiveness, and then determine

whether adjustments are needed.

Professional Development Calendar (remaining of the school year)

July 8-11, 2013DN Leadership Training (Coaches and Principals' Institute)

July 8-August 30, 2013Detroit Rising (Self-Governing Schools) Summer Institute for Leadership and Teachers

August 19-23, 2013Staff Planning (Mission, Vision, Goals, Handbook)

August 26-28, 2013Staff Induction (Introductions, DN Awareness, Logistics)

September 2013-June 2014On-Going Early Warning Indicator (EWI) and TEAM Meetings EVERY Wednesday (45 minutes each)

September 2013-June 2014On-Going Content Meetings EVERY Thursday (60 minutes)

November 5, 2013District Content Professional Development

March 18-19, 2014District Content Professional Development

*July-September 2014Staff Professional Development

-Content Training (JHU)

-Extended Block Training (JHU)

-Teacher TEAM Training (JHU)

-Instructional Leadership (reDesign)

-Framework for Effective Instruction (reDesign)

-Instructional Audit (reDesign)

-Building Relationships Between Teachers and Leadership (reDesign)

-Observations (reDesign)

-Professional Learning Communities (reDesign)

*October-December 2014Staff Professional Development

-2nd Semester Transition (JHU)

-Literacy Strategies and Metacognition (reDesign)

-Formative Assessment (reDesign)

*January-March 2015Staff Professional Development

-Inquiry/Higher-Order Skills (reDesign)

-Formative Assessment (reDesign)

*April/June 2015Staff Professional Development

-Student Assessment and Synthesis Activities (reDesign)

*Indicates professional development that happens every year

DCP@NW also has many embedded professional development opportunities. On site coaches, trained by Johns Hopkins University on

Talent Development curriculum and the coaching cycle, provide instructional staff feedback. Every month JHU TD instructional facilitators

visit the school to meet with teachers, coaches, and school leadership. Wayne RESA and the Office of Professional Development offer

workshops throughout the instructional year. Instructional staff have access to a series of professional development videos directly linked to

their performance evaluations.



Requirement #5: Implement strategies to recruit and retain staff with skills necessary to meet the needs of students in a

transformational school. These can include strategies such as financial incentives, increased opportunities for promotion and

career growth and more flexible work conditions.

Indicator 5A: In your response, identify the strategies the district will use to recruit teachers to this school based on student needs

and assign teachers to this school based on student needs.

Indicator 5B: In your response, identify the strategies the district will use to retain teachers at this school. Along with the instructional materials supplied by Talent Development Secondary (TDS), instructional facilitators from Johns Hopkins

University visit all classes, but focus support in ELA and mathematics by modeling instruction, helping with data analysis, time and behavior

management, and lesson design. TDS also helps teachers (and students) connect content within the academy structure (e.g. 9th grade

success academy, iSTEAM, Leadership, Urban Planning and Design). DCP@NW also has two teachers designated as "coaches" that

received intensive and extensive training in the TDS model/curriculum. As such, they provide teachers with weekly feedback during their

"coaching cycle"--a non-evaluative system designed to bring self-reflection and address instructional needs.

There are District and school structures in place to increase professional growth. The District coordinates hiring fairs, open transfer periods

for existing staff, and supports Teach for America candidates. In response to instructional needs, professional development and support or

coaching from Instructional Specialists will be utilized for teachers whose practice needs improvement. Organizationally, DCP@NW has

several structures to support teachers. Common preparation periods allow for discussion on content rich best practices, data analysis,

curriculum alignment, teacher leadership, and support school goals. Teachers also meet in interdisciplinary teams (PLC) where they develop

cross-curricular lessons, projects, and share instructional strategies. Teacher teams also develop grade level and academy Positive

Behavior Interventions and Supports (PBIS) initiatives directly tied to attendance, behavior, and course performance.

As a school, the leadership team recognizes exemplary teachers and support staff with a certificate, gift card, and public recognition and

display.



PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES

Requirement #6: Use data to identify and implement an instructional program(s) that is based on research and aligned from one

grade to the next, as well as with state academic standards.

Indicator 6A: In your response, detail the process the school used to select an instructional program. The process must address

how the school used a diagnostic process that (a) used multiple data sources to understand priority designation, (b)links the

instructional program to disaggregated data by subject, grade level, and subgroups, (c) identified and prioritized underlying

causes of low student performance, (d) describe a three-year sequence for improving instruction in all content areas related to

priority school designation.

Indicator 6B: In your response, describe your instructional program. The school's instructional program must: (a) reflect the "Big

Ideas", (b) include specific teaching and learning strategies for building-wide implementation, (c) align with career & college ready

standards, (d) align from one grade level to the next, (e) be based on research, and (f) identifies timelines, resources, and staff

responsible for implementation of the instructional program. Goal 1:

All students at Detroit Collegiate Preparatory High School will become proficient writers. Measurable Objective 1:

A 30% increase of All Students will demonstrate a proficiency to produce persuasive writings in English Language Arts by 06/30/2016 as

measured by by pre and post ACT assessments. Strategy1:

Tier 1 Writing Intervention - Teachers will apply differentiation of instruction to produce persuasive writings which will increase the writing

abilities of all students.


















Tier:

Strategy2:

Tier 2 Writing Intervention - Teacher will use flexible grouping to produce persuasive writings, which will increase the writing proficiency for

students with writing difficulties.





Tier:










Tutoring 09/03/2013 06/30/2016 $0 - No FundingRequired City Year, Teacher
















Goal 2:

All students at Detroit Collegiate Preparatory High School will become proficient readers. Measurable Objective 1:


by 06/30/2016 as measured by re and post ACT assessments. Strategy1:





Tier:















09/03/2013 06/30/2016 $500 - GeneralFund




Strategy2:







Tier:






09/03/2013 06/30/2016 $1000 - GeneralFund







Required
















Strategy3:












Adolescents Lab.

Tier:























A




Goal 3:

All students at Detroit Collegiate Preparatory High School will become proficient in mathematics. Measurable Objective 1:

A 30% increase of All Students will demonstrate a proficiency in the understanding of Geometry with a strong emphasis on measurement

for all students in Mathematics by 06/30/2016 as measured by pre and post ACT assessments. Strategy1:

Teacher will use flexible grouping to promote a deeper understanding of by understanding the concepts and properties of measurement for

students needing supplemental support. - Teacher will use flexible grouping to promote a deeper understanding of by understanding the

concepts and properties of measurement for students needing supplemental support.
























Tier:

Strategy2:













09/03/2013 06/01/2016 $1000 - GeneralFund






Fund






09/03/2013 06/30/2016 $1000 - GeneralFund

Teacher, TTMCoach















Tier:












Fund







Fund Principal









Strategy3:


concepts and properties of measurement for students furthest from targeted group.




way.

Tier:






















Goal 4:

All students at Detroit Collegiate Preparatory High School will become proficient in science. Measurable Objective 1:

A 30% increase of All Students will demonstrate a proficiency in scientific investigation which will increase procedural, collecting and writing

abilities in Science by 06/30/2016 as measured by pre and post ACT assessments.. Strategy1:











Tier:





Fund




Teachers and City Year willprovide extra academic supportbefore, during and after-school toimprove reading proficiencies inthe area of informatiional andnarrative text which will increasestudents reading comprehension.










Goal 5:

All students at Detroit Collegiate Preparatory High School will become proficient in social studies. Measurable Objective 1:
















Tier:






Fund Principal









Strategy2:



Research Cited:

Tier:






Fund











09/03/2013 06/30/2016 $500 - GeneralFund

Staff

Teacher














Narrative:

After review the NWEA-MAP, Star, ACT Plan/Expore and/or other teacher assessments, the follow common core strands were determine to

be focal strands for DCP@NW as we support reading and writing across the curriculum AND mathematical understanding.

READING: Based upon the Comprehensive Needs Assessment the following Reading Common Core State Standards of

CCSS.ELA.Literacy.RI.9-10.1 and CCSS.ELA.Literacy.RI.9-10.2 will be the focus of this plan. Below is a description of those Common Core

State Strands:

CCSS.ELA-LITERACY.RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and

refined by specific details; provide an objective summary of the text.

LITERACY: Based upon the Comprehensive Needs Assessment the following Reading Common Core State Standards of

CCSS.ELA.Literacy.L.9-10.1 and CCSS.ELA.Literacy.L.9-10.6 will be the focus of this plan. Below is a description of those Common Core

State Strands:

CCSS.ELA-LITERACY.L.9-10.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.9-10.6

Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening

at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

MATHEMATICS: Based upon the Comprehensive Needs Assessment the following Mathematics Common Core State Standards of Algebra:

CCSS.MATH.Content.HSA.REI.B.3 &CCSS.MATH.Content.HSA.REI.D.10; Geometry: CCSS.MATH.Content.HSG.CO.A2 &

CCSS.MATH.Content.HSG.CO.C.9; Pre-Calculus: CCSS.MATH.Content.HSF.TF.B.7 Algebra 2: CCSS.MATH.Content.HSA.REI.C.7 will be

the focus of this plan. Below is a description of those Common Core State Strands:

Algebra:

*CCSS.MATH.Content.HSA.REI.B.3 - Solve linear equations and inequalities in one variable, including equations with coefficients

represented by letters.












Required




*CCSS.MATH.Content.HSA.REI.D.10 - Understand that the graph of an equation in two variables is the set of all its solutions plotted in the

coordinate plane, often forming a curve (which could be a line).

Geometry:

*CCSS.MATH.Content.HSG.CO.A2 - Represent transformations in the plane using, e.g., transparencies and geometry software; describe

transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve

distance and angle to those that do not (e.g., translation versus horizontal stretch).

*CCSS.MATH.Content.HSG.CO.C.9 - Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a

transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular

bisector of a line segment are exactly those equidistant from the segment's endpoints.

Pre-Calculus:

CCSS.MATH.Content.HSF.TF.B.7 - Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the

solutions using technology, and interpret them in terms of the context.

Algebra 2:

CCSS.MATH.Content.HSA.REI.C.7 - Solve a simple system consisting of a linear equation and a quadratic equation in two variables

algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x2 + y2 = 3

SCIENCE: Based upon the Comprehensive Needs Assessment the following Reading Common Core State Standards of

CCSS.ELA.Literacy.RST.9-10.2, CCSS.ELA.Literacy.RST.9-10.7 will be the focus of this plan. Below is a description of those Common Core

State Strands:

*CCSS.ELA-Literacy.RST.9-10.2. - Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex

process, phenomenon, or concept; provide an accurate summary of the text.

*CCSS.ELA-Literacy.RST.9-10.7 - Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or

chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

SOCIAL STUDIES: Based upon the Comprehensive Needs Assessment the following English Language Arts History/Social Studies

Common Core State Standards of CSS.ELA.Literacy.RH.9-10.7, CCSS.ELA-Literacy.RH.9-10.4 will be the focus of this plan. Below is a

description of those Common Core State Strands:

*CCSS.ELA-Literacy.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or

digital text.

*CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing

political, social, or economic aspects of history/social science

Requirement #7: Promote the continuous use of student data (such as formative, interim, and summative assessment data and

student work) to inform and differentiate instruction to meet academic needs of individual students.

Indicator 7A: In your response, describe how the school promotes the continuous use of individual student data (such as;

formative, interim, and summative). This plan must: (a) outline expectations for regular and on-going building-wide use of data, (b)

explain how data will be used as a basis for differentiation of instruction, and (c) describe how data about the instructional

practices outlined in the instructional program (see requirement #6) will be collected, analyzed, and used to increase achievement

and close achievement gaps. Goal 1:

All students at Detroit Collegiate Preparatory High School will become proficient writers. Measurable Objective 1:



A 30% increase of All Students will demonstrate a proficiency to produce persuasive writings in English Language Arts by 06/30/2016 as

measured by by pre and post ACT assessments. Strategy1:

Tier 1 Writing Intervention - Teachers will apply differentiation of instruction to produce persuasive writings which will increase the writing

abilities of all students.
















Tier:




Tutoring 09/03/2013 06/30/2016 $0 - No FundingRequired City Year, Teacher









Strategy2:

Tier 2 Writing Intervention - Teacher will use flexible grouping to produce persuasive writings, which will increase the writing proficiency for

students with writing difficulties.





Tier:

Goal 2:

All students at Detroit Collegiate Preparatory High School will become proficient readers. Measurable Objective 1:


by 06/30/2016 as measured by re and post ACT assessments.


























Strategy1:





Tier:

Strategy2:












Required






09/03/2013 06/30/2016 $500 - GeneralFund







09/03/2013 06/30/2016 $1000 - GeneralFund










Tier:

Strategy3:































Adolescents Lab.

Tier:





























A




Goal 3:

All students at Detroit Collegiate Preparatory High School will become proficient in mathematics. Measurable Objective 1:

A 30% increase of All Students will demonstrate a proficiency in the understanding of Geometry with a strong emphasis on measurement

for all students in Mathematics by 06/30/2016 as measured by pre and post ACT assessments. Strategy1:

Teacher will use flexible grouping to promote a deeper understanding of by understanding the concepts and properties of measurement for

students needing supplemental support. - Teacher will use flexible grouping to promote a deeper understanding of by understanding the

concepts and properties of measurement for students needing supplemental support.





Tier:












09/03/2013 06/01/2016 $1000 - GeneralFund




Strategy2:


concepts and properties of measurement for students furthest from targeted group.




way.

Tier:





Fund






09/03/2013 06/30/2016 $1000 - GeneralFund

Teacher, TTMCoach










Fund










Strategy3:














Tier:










Fund










Goal 4:

All students at Detroit Collegiate Preparatory High School will become proficient in science. Measurable Objective 1:

A 30% increase of All Students will demonstrate a proficiency in scientific investigation which will increase procedural, collecting and writing

abilities in Science by 06/30/2016 as measured by pre and post ACT assessments.. Strategy1:




















Fund Principal









Tier:

Goal 5:

All students at Detroit Collegiate Preparatory High School will become proficient in social studies. Measurable Objective 1:





Research Cited:

Tier:






Fund Principal









Teachers and City Year willprovide extra academic supportbefore, during and after-school toimprove reading proficiencies inthe area of informatiional andnarrative text which will increasestudents reading comprehension.




Strategy2:














Tier:

















Required







Fund




Narrative:

DCP@NW promotes the continuous use of individual student data to inform the differentiate instruction through the use of the data from

ACT, MME, STAR Reading and Mathematics, MAP (NWEA), and Data Director. Given quarterly, the MAP assessment allows DCP@NW to

see the impact of changes to the instructional practices of teachers on the entire student body. Data walls located in classrooms promote the

important role of data to anyone who enters, including the students. Weekly meetings are used to discuss findings of the data and develop a

plan for improvement.

One of the basic elements of the Talent Development Secondary reform model embraces actionable, individual interventions based on real-

time data in Early Warning Intervention (EWI) meetings. Interdisciplinary teacher teams meet every week to analyze attendance, behavior,

and course performance issues with students within shared cohorts of students. Specific interventions are determine for students struggling

to make a 90% average daily attendance, more than 10% behavior problems (e.g. suspensions), and passing ELA and mathematics

courses--although all classes are discussed in context of course performance.










09/03/2013 06/30/2016 $500 - GeneralFund

Staff

Teacher















These specific interventions also lead teacher teams to discuss tier I interventions for whole school PBIS initiatives. These initiatives are

designed to ensure passing all classes so that students graduate on time and prepare them for college and career. Whole school initiatives

are promoted and prominently displayed throughout the building to encourage a positive and academic climate and culture.

To ensure understanding of the data being presented, DCP@NW offers staff ongoing professional development opportunities that detail how

to read the various reports generated through each medium monthly. The professional development opportunities will demonstrate how to

use the data to make decisions on small group instruction and appropriate intervention strategies. These sessions will also provide staff with

opportunities to see how others are utilizing data to increase student achievement. Sharing of resources and strategies will continue to

promote our efforts to use individual student data to differentiate instruction and review areas of weakness.



PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT

Requirement #8: Establish schedules and strategies that provide increased time for instruction in core academic subjects,

enrichment activities, and professional learning for teachers.

Indicator 8A: In your response, describe the district's plan for increasing time for core academic subjects that specifies: (a)

whether additional time will happen through a longer day, week, and/or year OR redesigning the use of the current schedule

(choose one); (b) a description of how much time has been allocated; (c) a rationale that supports why these changes will lead to

increased student achievement.

Indicator 8B: In your response, describe the district's plan for increasing time for enrichment activities that specifies: (a) whether

additional time will happen through a longer day, week, and/or year OR redesigning the use of the current schedule (choose one);

(b) a description of how much time has been allocated; (c) a rationale that supports why these changes will lead to increased

student achievement.

Indicator 8C: In your response, describe the district's plan for increasing time for professional learning that specifies: (a) whether

additional time will happen through a longer day, week, and/or year OR redesigning the use of the current schedule (choose one);

(b) a description of how much time has been allocated; (c) a rationale that supports why these changes will lead to increased

student achievement. Teachers and students will have a 4x4 schedule with 90 minute blocks. As such, students only take four classes per semester (teachers

instruct only 3 blocks with a common content area planning period). Instead of earning 7 credits toward graduation, the 4x4 allows students

to advance toward graduation and career electives (aligned to upper grade academies) by earning 8 credits per school year. 90 minute

blocks provide for more in-depth instruction and opportunities for differentiated instruction within a lesson--more time to switch strategies

based on formative assessments. The 4x4 instructional day allows teachers to scaffold learning; spiraling in remedial objectives while

accelerating grade level objectives.

To ensure extended instructional time will be successful, several professional supports are in place: John Hopkins will provide high-quality,

research-based professional development and real-time support specifically tailored to teaching and learning in the extended block.

Additionally, District-offered professional development is available throughout the school year for teachers to collaborate and analyze their

own effectiveness in relation to how students are performing using the implemented strategies. Our own instructional coaches also provide

weekly feedback as they facilitate content meetings and engage in the coaching cycle that includes observation, reflection, and debriefing

conversations.

In addition to a 90-minute common content preparation period where teachers analyze content specific data (NWEA MAP, STAR, ACT/MME,

Unit assessments, etc.), teachers also engage in weekly, two-hour, after-school EWI (Early Warning Indicator) and TEAM (Interdisciplinary)

meetings. EWI meetings require that teachers analyze specific data as it relates to attendance, behavior, and course performance, thereby

targeting specific students and strategies to increase student achievement. EWI and TEAM meetings ensure that teachers are regularly

assessing the effectiveness of their strategies and skill level.

DCP @ NW is also committed to ensuring students are provided with an extension of the learning experience beyond the school day. As a

result, the following opportunities are available for our students' enrichment: Upward Bound (CMU), C2 Pipeline (WSU), Dual Enrollment

(WCCC), Gear Up, City Year Tutoring, City Year Special Events (Literacy and Health/Fitness), Blended Learning Credit Recovery, and First

Robotics Michigan. They serve to reinforce and strengthen students' critical thinking and problem solving skills. The enrichment activities

are also a way to provide students with exposure to different opportunities as they prepare for college and/or careers.



DCP @ NW will offer a 4 week summer school program for those students who did not meet the grade level requirements during the school

year. Blended learning will be a key component in getting students back on track with credits and graduating on time. Requirement #9: Provide ongoing mechanisms for engagement of families and community.

Indicator 9A: In your response, describe multiple strategies to engage families in reform efforts.

Indicator 9B: In your response, describe multiple strategies to engage community partners in reform efforts. The continuous engagement of families and community plan an important role in the goal to increase student achievement. Therefore, DCP

@ NW provides families and the community with activities and events that address the student population and extended school family that it

serves in the greater community. DCP @ NW invites parents to participate with the School Improvement Team to make decisions and offer

suggestions for the School Improvement Plan.

There are also concerted efforts to notify parents in a timely fashion regarding the academic and behavioral progress of the students.

Parents can view their students' grades through Parent Connect/ MiStar. Teachers consistently display academic data in their classrooms

(where parents are always invited), and DCP @ NW holds two Parent Teacher Conferences annually.

DCP@NW has a Communities in Schools (CIS) liaison housed on the campus. CIS works with students and families to provide resources by

establishing relationships with the local businesses and social service agencies. CIS will also bring in support services to the school and

assist with scholarship opportunities. The use of data will also extend to the CIS liaison. Results of surveys from students, parents, and

teachers will guide which social agencies will be most beneficial to students and their families.

DCP@NW invites community organizations to the building to inform students of possible career and college opportunities. Members of the

fire and police departments speak with students about issues on safety and bullying issues. Motivational meetings and assemblies address

issues of self-esteem and healthy living decisions. Admission officers from colleges and trade schools give students advice and guidance on

available opportunities. Visits to colleges give students exposure to college resources, requirements, and activities. Report Card

Conferences invite community members in to the school quarterly to meet with students regarding their academic progress.

Additionally, parent newsletters, the Parent Leadership Organization (PLO), Open-Houses, Family Nights/ Events, and field lessons at a

variety of community organizations ensure that our connection to parents and the greater community are strengthened.



PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT

Requirement #10: The district is providing the school with operational flexibility for issues such as staffing, calendars, time, and

budgeting to implement a comprehensive approach to substantially increase student achievement and increase graduation rate.

Indicator 10A: To respond to this requirement, describe a statement that the priority school improvement team and building leader

will determine the school's Title I budget (subject to federal regulations). The district must also complete a signature page, signed

by the Superintendent, School Board President, and Union Representative, which certifies that the school has the autonomy

required to implement the plan as written (see template on AdvacEd site). Finally the district must upload either an Executed

Addendum to the collective bargaining agreement OR a Memorandum of Understanding that commits the Superintendent, School

Board President, and Union Representative to negotiate an addendum by August 1, 2014.

The District has given DCP@NW operational flexibility to implement a comprehensive approach to substantially increase student

achievement and increase the graduation rate at DCP@NW. As such, DCP@NW has been provided with a highly qualified and extremely

motivated staff. By assisting the principal in maintaining certified staff, students will receive required courses for high school graduation, as

well as the skills needed to be career and college ready. This also allows DCP@NW with staff than can address the social competence,

emotional, or external issues that could be a factor in impeding learning. The staff at DCP@NW has the experience to effectively impart

knowledge of subject content so that students will master Common Core State Standards and Michigan High School Content Expectations.

These ideas are reinforced by a school calendar designed to maximize student/teacher time on task. In addition, the District allows the

Principal the flexibility to expose the students to real world experiences related to their learning and district-wide and building level curriculum

initiatives.

To ensure staff is maintaining a high level of expertise, operative tools provided by the District permits the Principal to monitor and evaluate

all staff. This includes but is not limited to teachers, clerical, support staff, engineers, custodians, and food service personnel. Using the

evaluative and monitoring tools, the Principal ensures that teaching and learning is taking place in a clean and healthy environment.

Furthermore, all staff is then focused on the development and achievement of DCP@NW students. When necessary during the monitoring

process, the operative tools also allow the Principal to recommend professional development, skills training, or corrective discipline to meet

the needs of the staff.

Support from the District is also given with the flexibility with funding. The District provided DCP@NW with a budget that is sufficient to cover

the cost of staff and supplies for teachers, students, and building maintenance. As a result, the allocation of Title I funds allows the Principal

of DCP@NW to incorporate the most effective support services that will ensure increased academic achievement and increased graduation

rates. Funds from the District allow DCP@NW to offer students extended day opportunities for tutoring to support curriculum initiatives

offered during the day. DCP@NW also provides students with credit recovery opportunities to make up credits where the student has not

been successful in previous attempts. The funding flexibility allows the Principal to hire staff that will support the initiatives which have been

put in place. Requirement #11: The school and district will ensure that the school receives ongoing, intensive technical assistance and related

support from the district, ISD, Michigan Department of Education, or other designated external partners or organizations.

Indicator 11A: In your response, describe how the district plans to access and provide supports for the school.

Indicator 11B: In your response, list the central office contact person responsible for monitoring and supporting the school.



The District will ensure that DCP@NW receives ongoing, Intensive Technical Assistance and related support by the following:

-Providing access to resources that focus on staffing, student data, best practices in teaching/learning, teacher effectiveness support,

research and evaluation, and technology via the departments of Academic Affairs; Human Resources; Research, Evaluation, Assessment,

and Accountability; and Technology and Information Services

-Providing staff, students, and parents teacher/learning assistance through on-line resources housed on the Learning Village web site,

Renaissance Learning, PD360, Carnegie Learning, Study Island, Gaggle, and Teacher e-Book Bag

-Providing staff access to student data which can be analyzed and used to structure instruction that will meet individual student needs.

Teachers and administrators can access data through the Research, Evaluation, Assessment, and Accountability department and online

programs such as Data Director, STAR Reading and Math, Measures of Academic Progress (NWEA), and Zangle/MiStar

-Providing staff with professional development and training opportunities which introduce best practices for teaching and learning.

Professional development and training is based on School Improvement needs and can be conducted by DCP@NW employees such as

Administration, Academic Coach, Instructional Specialists, or staff who has demonstrated above average knowledge in the areas of needed

training. Professional development is also available through the District's Office of Professional Development and Wayne RESA.

-Allowing staff, students and parents to receive additional support services from Wayne State University, Michigan State University,

Communities in Schools, the Detroit Parent Network, Parent Connect, ACT Online Prep, Northwestern High School Alumni Association,

Parent Advisory Council on Student Achievement (PAC-SA), formative assessments as well as summative assessments.



Documents

Redesign Plan Detroit Collegiate Preparatory High …origin-sl.michigan.gov/documents/sro/DPS.Detroit_Collegiate_Prep... · Detroit Collegiate Preparatory High School @ Northwestern