Bingham Arts Academy SIP 2012-13 - Alpena-Montmorency

Transcription

School Improvement Plan
Title I - Schoolwide
Single Building District
Archive Date: 07/08/2012, Report Status: Transmitted
School Year: 2012 - 2013
ISD/RESA: Alpena-Montmorency-Alcona ESD
School Name: Bingham Arts Academy
Grades Served: PK,K,1,2,3,4,5,6,7,8
Mrs. Sarah J. Prevo
Building Code: 09444
District Approval of Plan:
Authorized Official Signature and Date
Board of Education Approval of Plan:
Authorized Official Signature and Date
Bingham Arts Academy
School Improvement Plan
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vision, Mission and Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 1: English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 2: Math Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 3: Science Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 4: Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SIP
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Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the
school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address
the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary
and Secondary Education Act (ESEA) as applicable.The SIP is a planning tool designed to address student
achievement and system needs identified through the school's comprehensive needs assessment (CNA).
Additionally, the SIP provides a method for schools to address the school improvement planning requirements of
Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as
applicable.
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School Information
School:
District:
Public/Non-Public:
Public
Grades:
PK,K,1,2,3,4,5,6,7,8
School Code Number:
09444
City:
ALPENA
State/Province:
Michigan
Country:
United States
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Vision, Mission and Beliefs
Vision Statement
We will continue to increase student achievement in all core academic subject areas. Students below grade
level will receive additional assistance from Title I intervention teachers, after school tutoring and summer
school.
Mission Statement
Bingham Arts Academy is an exciting learning community committed to academic excellence. We provide a
safe, nurturing environment where languages and cultures are valued and taught. The academy is founded on
the belief that the arts allow the expression of feelings, fulfill the inherent need to create, and can help to find
the meaning in our lives.
Beliefs Statement
All students will reach grade level benchmarks by the end of each academic year. Students who are not
achieving at the rate expected will receive additional support. Progress will be measured through ITBS and
MEAP scores, Scantron and STAR assessments, end of unit tests and DIBELS scores.
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Goals
Name
Development Status
Progress Status
English Language Arts
Complete
Open
Math Goal
Complete
Open
Science Goal
Complete
Open
Social Studies
Complete
Open
Goal 1: English Language Arts
Content Area: English Language Arts
Development Status: Complete
Student Goal Statement: Increase the number of students proficient in English language arts.
Gap Statement: Reading
-71% of all grade 3-8 students are proficient in the reading MEAP, creating a gap of 29% compared to 100%
proficient target.
-37% of students with disabilities are proficient in reading MEAP, creating a gap of 65% compared to the 100%
target.
-64% of economically disadvantaged students are proficient in the reading MEAP, creating a 36% gap with the
100% target.
Writing
-The percent of 4th and 7th grade students proficient in writing is 67% lower than the goal of 100% proficient.
Cause for Gap: Reading
Our students participate in DiBELs as a part of our MiBlisi Grant participation. All grades reported increased
fluency in reading over the course of the year. We are not finding our comprehension scores are increasing as a
result of increased fluency and will address the reading comprehension through focused professional development
and individual student plans beginning this summer.
Economically Disadvantaged: This growing population of students continues to perform at a lower proficiency
rate than our total student population in reading and math in grade 3. The difference was typically less than 10%
or the equivalent of 1 or 2 children in our small population.
Grades 5,6, and 7 have underperform other grades for the past three years. We attribute this to ongoing changes in
teaching staff ands small number which have required us to run split classrooms.
Special Education: As our sub-population of SE students grows, our gains at all levels for this population have
diminished. We recognize this is an area we will need to address in the coming school year.
Gender: We do not have significant performance differences between males and females. Our girls do slightly
better in reading and writing while our boys are performing higher in math and science.
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Writing
There is a lack of consistent use of a writing scoring rubric in current curricula.
Multiple measures/sources of data you used to identify this gap in student achievement: MEAP reading and
writing assessments; Ed Performance reading and language assessments; Classroom quarterly writing prompt
assessments, reading unit assessments, The ITBS assessment, and teacher observations.
What are the criteria for success and what data or multiple measures of assessment will be used to monitor
progress and success of this goal? -The percentage of grades 3-8 students scoring at proficient levels on the
MEAP reading and writing assessments will increase 10% annually
-The percentage of grades 3-8 students achieving 125% growth on the Ed Performance reading and language
assessments will increase 10% annually
-The percentage of grades K-1 students scoring at the 50th percentile will increase 10% annually.
All students will increase their writing scores a minimum of 1 point annually as measured on the quaterly grade
level writing prompts.
Contact Name: Sue Finley
List of Objectives:
Name
Objective
English
Increase the number of K-8 students proficient in English language arts by 10% annually as
Language Arts measured by the MEAP, the Ed Performance assessment, the ITBS assessment, and common
grade level assessments by June 2013.
1.1. Objective: English Language Arts
Measurable Objective Statement to Support Goal: Increase the number of K-8 students proficient in
English language arts by 10% annually as measured by the MEAP, the Ed Performance assessment, the ITBS
assessment, and common grade level assessments by June 2013.
List of Strategies:
Name
Strategy
English
All teachers, administration and support staff will implement effective, research based strategies in
Language the area of language arts. These strategies will include: 1) Teachers will instruct all students in the
Arts
use of the writing process 2) Teachers will provide additional differentiated instruction to students
performing below grade level 3) The behavior intervention specialist will provide interventions to
students for atypical behavior and attendance problems 4) The school will involve parents in their
children's education using the Joyce Epstein framework 5) Teachers will progress monitor students
6) Teachers, paraprofessionals, and administrators will participate in professional development 7)
Merit pay will be provided for teachers and the building administrator if they attain certain criteria
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as it relates to achievement, student attendance, and annual evaluations.
1.1.1. Strategy: English Language Arts
Strategy Statement: All teachers, administration and support staff will implement effective, research based
strategies in the area of language arts. These strategies will include:
1) Teachers will instruct all students in the use of the writing process
2) Teachers will provide additional differentiated instruction to students performing below grade level
3) The behavior intervention specialist will provide interventions to students for atypical behavior and
attendance problems
4) The school will involve parents in their children's education using the Joyce Epstein framework
5) Teachers will progress monitor students
6) Teachers, paraprofessionals, and administrators will participate in professional development
7) Merit pay will be provided for teachers and the building administrator if they attain certain criteria as it
relates to achievement, student attendance, and annual evaluations.
Selected Target Areas
I.2.B.2 There is a strong belief within the school or program that all students can succeed. This is
demonstrated in the expanded use at both the school or program and classroom levels of a variety of best
practices designed to meet the differentiated needs of individual learners. Technology is a key component
of instructional practice.
I.2.B.3 Staff believe that active student engagement is a key feature of student success and there is an
expectation that all teachers will design lessons and assessments that engage their students.
What research did you review to support the use of this strategy and action plan?
Writing Process
According to research cited in "Visible Learning" by John Hattie, 2009, writing programs that teach
strategies for planning, revising, and editing have a positive effect on struggling writers. These programs
require students to know what the purpose of their writing is, to collaborate with peers, and to obtain
feedback from teachers on specific areas to strengthen their writing.
Behavior Intervention Specialist
A meta-analysis by Scott Stage and David Quiroz (1997) included 99 studies, 200 experimental
comparisons, and more than 5000 students. Their overall finding was that, in general, disciplinary
interventions resulted in a decrease in disruptive behaviors among almost 80 percent of the subjects in the
studies they analyzed. They summarized the study by stating that interventions to reduce disruptive
behaviors work in public schools. Cited in "Classroom Management that Works" by Robert Marzano, 2003.
Addditional Interventions (teacher,paraprofessional, tutoring, and summer school)
For students not moving into the average reading achievement range after receiving a second daily
classroom reading lesson, schools need to provide something else. Struggling readers need additional
reading time, not replacement of parts of the classroom reading program. Thus additional reading
instruction must be done outside of the classroom reading lesson time. A daily 30 minute expert tutorial or
very small group (2-3 students) lesson should be the basic time allocation for any intervention intended to
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close the reading gap. "What Really Matters in Response to Intervention" by Richard Allington, 2009
Parent Involvement
Across all home variables, parental aspirations and expectations for children's educational achievement has
the strongest relationship with achievement (d=0.80), while communication (interest in homework and
school work, assistance with homework, discussing school progress: d= 0.38) have moderate size effects,
and parental home supervision (e.g., home rules for watching television, home surroundings conducive to
doing school work: d=0.18) are the weakest. Thus schools need to work in partnership with parents to make
their expectations appropriately high and challenging, then work in partnership with children and the home
to realize and even surpass these expectations. "Visible Learning", John Hattie, 2009
Differentiation of Instruction
Differentiated Instruction: A Research Brief for Practitioners - University of Alberta - 2005
All students differ so teachers must attend to different needs by first creating unique instructional goals for
each student. Teachers need to follow up on these goals with practical learning activities. Research indicates
that differentiation improves student learning.
Merit Pay
Performance Pay and Teachers' Effort, Productivity And Grading Ethics - Victor Lavy, Hebrew University,
June 2005
This paper presents results about the effect of individual monetary incentives based on an experimental
rank-order tournament among teachers of English and mathematics in Israel. Teachers were rewarded with
cash bonuses for improving their students' performance on high-school matriculation exams. Identification
is based a regression discontinuity design that exploit both a measurement error and a sharp discontinuity in
the assignment-to-treatment variable. The teachers' incentives led to significant improvements in students'
performance, increasing both test taking rates and the conditional passing rates and mean test scores. There
is evidence that the math and English outcome improvements were mediated through changes in teaching
methods, enhanced after-school teaching, and increased responsiveness to students' needs. No evidence
found on teachers' manipulation of test scores.
Progress Monitoring
An assessment system is used that provides for timely feedback (e.g., at least every nine weeks) on specific
knolwedge and skills for individual students. "What Works in Schools: Translating research into Action" by
Robert Marzano, 2003
List of Activities:
Activity
Begin
Date
After School Tutoring
201210-24
Behavior Intervention
2012Specialist
09-04
Differentiation of Classroom 2012Instruction
09-04
Intervention Paraprofessional 201209-03
Intervention Teacher
201209-06
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End
Date
201305-25
201306-15
201306-15
201306-15
201306-15
Staff Responsible
Chief administrative officer Classroom teachers
Behavior implementation specialist Chief administrative
officer Classroom teachers
Classroom teachers Chief administrative officer
Classroom teachers Paraprofessional Chief admnistrative
officer
Intervention Teacher Chief administrative officer
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Merit Pay
Parent Liaison
Professional Development Reading/writing Wrokshop
Professional Development Classroom Management
Professional Development English Language Arts
Common Core
Professional Development Progress Monitoring
Professonal Development Peer Observations
Progress Monitoring
Summer School
Writers Workshop
201209-06
201209-06
201208-20
201208-20
201208-20
201306-03
201306-15
201306-15
201306-15
201306-15
CAO K-8 classroom teachers
201208-20
201210-01
201209-04
201307-09
201111-03
201306-15
201306-15
201306-15
201307-26
201305-28
Teachers Paraprofessional CAO
Parent Liaison
CAO Teaching staff Paraprofessional
Teaching staff CAO
Classroom teachers Intervention teacher Chief
administrative officer
CAO Summer school teachers
Each classroom teacher will be responsible for their own
class. The special education teacher will provide additional
support to students identified for writing interventions.
1.1.1.1. Activity: After School Tutoring
Activity Type: Other
Activity Description: Teachers will provide up to 35 hours of after school tutoring in math, Ela, science
and social studies, to students performing below grade level in grades 1-8, as identified by classroom
assessments and other progress monitoring assessments used quarterly throughout the school year.
Planned staff responsible for implementing activity: Chief administrative officer
Classroom teachers
Actual staff responsible for implementing activity:
Planned Timeline: Begin Date - 2012-10-24, End Date - 2013-05-25
Actual Timeline: Begin Date - N/A, End Date - N/A
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Fiscal Resources Needed for Activity:
Resource
Funding Source
After School Transportation
Salaries and benefits
Title I Part A
Title I Part A
Planned
Amount
500.00
5,000.00
Actual
Amount
1.1.1.2. Activity: Behavior Intervention Specialist
Activity Description: The Behavior Intervention Specialist, working in cooperation with the classroom
teacher, will design and implement interventions for targeted at-risk students to improve their decision
making skills as it pertains to appropriate behavior in the classroom, on the playground, and in the school
at large. The specialist will do this using individual and small group sessions with identified students and
then conduct follow-up observations of students in the various school settinging to determine whether
they are applying the new strategies. The specialist will also communicate with teachers, playground
aides, parents, and administration to assure congruency in supporting the students as they implement
new strategies.
Planned staff responsible for implementing activity: Behavior implementation specialist
Chief administrative officer
Classroom teachers
Resource
Funding Source
Salary and benefits
Section 31 a
Planned
Amount
25,000.00
Actual
Amount
1.1.1.3. Activity: Differentiation of Classroom Instruction
Activity Description: All classroom teachers will provide differentiated instruction on a daily basis
during the 30 minutes of reading workshop time provided during the reading block. This differentiation
will include instructional activities based on student instructional needs, multiple intelligences, learning
modalities, cognitive levels, student backgrounds, and personal interests. Differentiated teaching
strategies will include cooperative learning, individual learning, learning centers, and technology.
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Content and instructional modifications will include multilevel instruction, the use of learning contracts,
small-group instruction, language study, the use of centers, projects, using different tasks for different
ability levels, supporting independent learning, utilizing more carefully organized group work,
curriculum replacement, acceleration, course compacting, pull-out programs, competitions, and out-ofschool programming.
Planned staff responsible for implementing activity: Classroom teachers
Resource
Funding Source
Planned
Amount
Actual
Amount
1.1.1.4. Activity: Intervention Paraprofessional
Activity Description: An at-risk funded paraprofessional, under the meaningful supervision and
direction of a certified teacher, will provide 90 minutes per week of individual and/or small group
instruction to identified K-8 students performing below grade level in the areas of math, Ela, and
science.
Paraprofessional
Chief admnistrative officer
Resource
Funding Source
Salary and benefits
Section 31 a
Planned
Amount
27,700.00
Actual
Amount
1.1.1.5. Activity: Intervention Teacher
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Activity Description: The Title I intervention teacher will provide small group and/or individual
instruction for at least 90 minutes per week, to K-8 students performing below grade level in Ela, math,
science and social studies.
Planned staff responsible for implementing activity: Intervention Teacher
Resource
Funding Source
Salary and benefits
Title I Part A
Planned
Amount
0.00
Actual
Amount
1.1.1.6. Activity: Merit Pay
Activity Description: Classroom and intervention teachers will receive merit pay based on specific
criteria including: their students make annual gains in reading and math that exceed one year's growth on
a norm reference assessment; their students meet or exceed attendance requirements for the state; the
teacher receives a satisfactory or better summative evaluation for the year; the teacher submits a Paragon
portfolio
The chief administrative officer will receive merit pay based on specific criteria including: students in
grades K-8 make annual gains in reading and math that exceed one year's growth on a norm referenced
assessment; student average attendance exceeds requirements for the state; the school achieves adequate
yearly progress; the CAO receives a satisfactory or better evaluation for the year
Planned staff responsible for implementing activity: CAO
K-8 classroom teachers
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Resource
Funding Source
Adminstrative Merit Pay
Teacher Merit pay
General Funds
Title II Part A
Planned
Amount
4,000.00
8,000.00
Actual
Amount
1.1.1.7. Activity: Parent Liaison
Activity Description: The parent liaison will work with parents to communicate the importance of
students coming to school regularly and on time, sharing how this affects their achievement scores and
readiness for a career. The parent liaison will also development, implement, and evaluate parent
involvement activities based on Joyce Epstein's six types of parent involvement. These will include
opprotunities for parents to volunteer in the classrooms, participate as audience for student
performances, working with their children at home, participating in decision making activites such as the
school improvement team and parent group, and working with community agencies to coordinate
resources and services for students and parents.
Planned staff responsible for implementing activity: Parent Liaison
Resource
Funding Source
Salary and benefits for parent liaison
Title I Part A
Planned
Amount
21,300.00
Actual
Amount
1.1.1.8. Activity: Professional Development - Reading/writing Wrokshop
Activity Type: Professional Development
Activity Description: All teachers, paraprofessionals and administrators will participate in one
preservice day of staff development focusing on implementing differentiated reading workshops. This
training will be centered on activities dealing with reading comprehension and writing. Inservice time
will be provided to continue the development of these activities.
Planned staff responsible for implementing activity: Teachers
Paraprofessional
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CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
1.1.1.9. Activity: Professional Development - Classroom Management
preservice day of staff development in the area of classroom management and positive behavior support
in order to create a classroom environment conducive to student learning. Inservice time will be
provided to review classroom referral data and develop action plans for improving student behaviors.
Paraprofessional
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
1.1.1.10. Activity: Professional Development - English Language Arts Common
Core
preservice day of staff development to review the Common Core State Standards in English language
arts. An inservice day will be used to provide follow-up time for teachers to further analyze these
standards and create lessons and assessments to teach them. Focal points will be the topics of reading
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comprehension and writing instruction.
Teaching staff
Paraprofessional
Resource
Funding Source
Release time subs
Stipends for professional development training
Title I Part A
Title I Part A
Planned
Amount
1,550.00
7,500.00
Actual
Amount
1.1.1.11. Activity: Professional Development - Progress Monitoring
preservice day of staff professional development in the effective use of progress monitoring assessments,
how to motivate students using data walls and other incentives, and how to create five week plans based
on student achievement data. Grade level meetings will be used to review this data and assist teachers in
interpreting the data and creation of lessons to address student needs
Paraprofessional
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
1.1.1.12. Activity: Professonal Development - Peer Observations
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Activity Description: If grant funds and available substitute teachers allow, teaching staff will
participate in up to 10 hours of classroom observations of each other implementing "Building
Background Academic Knowledge", process writing, reading comprehension strategies, and
differentiation of instruction procedures and activities learned during preservice training and during the
2011-12 school years.
Planned staff responsible for implementing activity: Teaching staff
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
1.1.1.13. Activity: Progress Monitoring
Activity Description: Teachers will use a variety of assessments to identify and monitor students who
are not achieving grade level benchmarks in reading. These assessments will include:
- Ed Performance assessment given quarterly to all students
- STAR Early Literacy or Reading assessment given monthly to students receiving intervention services
from the intervention teacher, paraprofessional, or after school tutors.
- Common classroom assessments given to all students at end of each unit of instruction.
Students who do not make adequate progress after receiving interventions for at least 10 weeks will be
referred to a school child study team to determine if additional or different interventions are needed.
Intervention teacher
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Resource
Funding Source
STAR Assessment subscriptions
Title I Part A
Planned
Amount
500.00
Actual
Amount
1.1.1.14. Activity: Summer School
Activity Description: Teachers will provide grades 1-4 students with 48 hours of summer school
instruction to support student attainment of grade level content expectations not mastered during the
regular school year
Summer school teachers
Resource
Funding Source
Title I Part A
Planned
Amount
3,200.00
Actual
Amount
1.1.1.15. Activity: Writers Workshop
Activity Description: Teachers will ensure that all students engage in writer's workshop for a minimum
of 30 minutes a day, 4 days per week. During writer's workshop time, students will have the opportunity
to conference with the teacher and work in small groups for peer editing and scoring writing pieces.
Planned staff responsible for implementing activity: Each classroom teacher will be responsible for
their own class. The special education teacher will provide additional support to students identified for
writing interventions.
Actual Timeline: Begin Date - 11/03/2011, End Date - N/A
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Resource
Funding Source
Writing workshop instructional time
General Funds
Planned
Amount
0.00
Actual
Amount
Goal 2: Math Goal
Content Area: Math
Student Goal Statement: Increase the number of students proficient in mathematics.
Gap Statement: -50% of all grade 3-8 students are proficient in the math MEAP, creating a gap of 50%
compared to 100% proficient target.
-32% of students with disabilities are proficient in math MEAP, creating a gap of 68% compared to the 100%
target.
-47% of economically disadvantaged students are proficient in the math MEAP, creating a 53% gap with the
100% target.
MEAP item analysis has identified the fraction strand as an area of particular concern.
Cause for Gap: Although Bingham Arts Academy achieved AYP status for the 2011-12 school year, the school
report card grade for mathematics was a D. The need for improvement is greatest in grades 5-8, however emphasis
is needed in all grades, especially for the special education population. There was an extremely low percentage of
proficiency in the scores of the special education population. Additional data analysis identifies understanding and
use of fractions as a major cause for this gap.
Multiple measures/sources of data you used to identify this gap in student achievement: Common grade level
assessments, A+ learning system, ITBS test, MEAP tests, Ed Performance quarterly assessments, and STAR Math
online curriculum based measurement.
progress and success of this goal? The number of grade 3-8 students proficient on the MEAP math test will
increase by 10% annually.
The number of grade 2-8 students achieving 125% growth on the Ed performance assessment will increase by
10% annually.
The number of grade K-1 students at or above the 50th percentile will increase by 10% annually.
Success will be monitored and measured through common classroom assessments, teacher observations, A+
Learning system progress reports, STAR math assessments given monthly to identified intervention students, Ed
Performance assessments given quarterly to grade 2-8 students, the annual grade 3-8 math MEAP test, and the
spring ITBS math test for grades K-1.
Contact Name: Sarah Prevo
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List of Objectives:
Name
Objective
Mathematics All non-disabled students in grades K-8 will increase skills in the area of knowledge and performing
operations with fractions by ten percent (10%) by June 2013 as measured by the MEAP, Ed
Performance, and ITBS tests. All students with disabilities will increase skills in the area of
knowledge and performing operations with fractions by 15 percent (15%) by June 2013 as measured
by the MEAP, Ed Performance, and ITBS tests.
2.1. Objective: Mathematics
Measurable Objective Statement to Support Goal: All non-disabled students in grades K-8 will increase
skills in the area of knowledge and performing operations with fractions by ten percent (10%) by June 2013 as
measured by the MEAP, Ed Performance, and ITBS tests.
All students with disabilities will increase skills in the area of knowledge and performing operations with
fractions by 15 percent (15%) by June 2013 as measured by the MEAP, Ed Performance, and ITBS tests.
List of Strategies:
Name
Strategy
Mathematics All teachers, administration and support staff will implement effective, research based strategies
Instruction in the area of mathematics. These strategies will include: 1) Teachers will instruct all students in
the use of the effective problem solving skills 2) Teachers will provide additional differentiated
instruction to students performing below grade level 3) The behavior intervention specialist will
provide interventions to students for atypical behavior and attendance problems 4) The school
will involve parents in their children's education using the Joyce Epstein framework 5) Teachers
will progress monitor students 6) Teachers, paraprofessionals, and administrators will
participate in professional development 7) Merit pay will be provided for teachers and the
building administrator if they attain certain criteria as it relates to achievement, student
attendance, and annual evaluations.
2.1.1. Strategy: Mathematics Instruction
strategies in the area of mathematics. These strategies will include:
1) Teachers will instruct all students in the use of the effective problem solving skills
attendance problems
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7) Merit pay will be provided for teachers and the building administrator if they attain certain criteria as it
relates to achievement, student attendance, and annual evaluations.
I.1.B.2 The school makes a concerted effort to ensure that all students have a clear understanding of what
they are studying and why they are studying it.
studies they analyzed. They summarized the study by stating that interventions to reduce disruptive
behaviors work in public schools. Cited in "Classroom Management that Works" by Robert Marzano, 2003.
A safe and orderly environment is a critical aspect of effective schooling. A school that does not attend to
this factor risks undermining all other efforts at school improvement. "What Works in Schools: Translating
Research Into Action" by Robert Marzano , 2003
Math Intervention Programs
Screen all students to identify those at risk for potential mathematics difficulties and provide interventions
to students identified as at risk. Instruction during the intervention should be explicit and systematic. This
includes providing models of proficient problem solving, verbalization of thought processes, guided
practice, corrective feedback, and frequent cumulative review. Interventions should include instruction on
solving word problems that is based on common underlying structures.
Intervention materials should include opportunities for students to work with visual representations of
mathematical ideas and interventionists should be proficient in the use of visual representations of
mathematical ideas. Interventions at all grade levels should devote about 10 minutes in each session to
building fluent retrieval of basic arithmetic facts. Monitor the progress of students receiving supplemental
instruction and other students who are at risk.
"Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and
Middle Schools" - National Center for Education Evaluation - April 2009
Parent Involvement
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Progress Monitoring
Merit Pay
Performance Pay and Teachers' Effort, Productivity And Grading Ethics - Victor Lavy, Hebrew University,
June 2005
This paper presents results about the effect of individual monetary incentives based on an experimental
rank-order tournament among teachers of English and mathematics in Israel. Teachers were rewarded with
cash bonuses for improving their students' performance on high-school matriculation exams. Identification
is based a regression discontinuity design that exploit both a measurement error and a sharp discontinuity in
the assignment-to-treatment variable. The teachers' incentives led to significant improvements in students'
performance, increasing both test taking rates and the conditional passing rates and mean test scores. There
is evidence that the math and English outcome improvements were mediated through changes in teaching
methods, enhanced after-school teaching, and increased responsiveness to students' needs. No evidence
found on teachers' manipulation of test scores.
List of Activities:
Activity
Begin
End Date Staff Responsible
Date
After school tutoring
2012-10- 2013-05- Classroom teachers CAO Tutors
07
25
2012-09- 2013-06- Behavior intervention specialist CAO
04
15
2012-09- 2013-06- Classroom teachers CAO
04
15
Intervention Paraprofessional
2012-09- 2013-06- Paraprofessional classroom teachers
04
15
Intervention teacher CAO
2011-09- 2012-06- Title I intervention teacher classroom
06
03
teachers CAO
Math Instructional Activites
2012-09- 2013-06- Classroom teachers
04
15
Merit Pay
2012-09- 2013-06- K-8 classroom and intervention staff CAO
04
15
Parent Liaison
2012-09- 2013-06- Parent liaison Chief administrative officer
04
15
Professional Development - Mathematics 2012-08- 2013-06- Teaching staff Paraprofessional CAO
Common Core
20
15
Professional Development - Mathematics 2012-08- 2013-06- Teachers Paraprofessionals CAO
Differentiation
20
15
Professional Development - Peer
2012-08- 2013-06- Teachers Paraprofessionals CAO
Observations
20
15
Professional Development - Progress
2012-08- 2013-06- Teachers CAO
Monitoring
20
15
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Progress Monitoring
Summer School
2012-09- 2013-06- Classroom teachers CAO
04
15
2012-07- 2012-07- Summer School teachers CAO
09
26
2.1.1.1. Activity: After school tutoring
and social studies, to grade 1-8 students, as identified by classroom assessments and other progress
monitoring assessments used quarterly throughout the school year.
CAO
Tutors
Resource
Funding Source
Salary and benefits
Title I Part A
Title I Part A
Planned
Amount
500.00
0.00
Actual
Amount
Activity Description: The Behavior intervention specialist will work with targeted at-risk students to
improve their decision making skills as it pertains to appropriate behavior in the classroom, on the
playground, and in the school at large. The specialist will do this using a combination of individual and
small group sessions with identified students. The intervention specialist will then conduct follow-up
observations of students in the various school settings to determine whether the students are applying the
new strategies. The specialist will also communicate with teachers, playground aides, parents, and
administration to assure congruency in supporting the students as they implement new behavior
strategies.
Planned staff responsible for implementing activity: Behavior intervention specialist
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CAO
Resource
Funding Source
Salary and benefits
Planned
Amount
0.00
Section 31 a
Actual
Amount
2.1.1.3. Activity: Differentiation of Instruction
during the 30 minutes of reading workshop time provided during the reading block. This differentiation
will include instructional activities based on student instructional needs, multiple intelligences, learning
modalities, cognitive levels, student backgrounds, and personal interests. Differentiated teaching
strategies will include cooperative learning, individual learning, learning centers, and technology.
Content and instructional modifications will include multilevel instruction, the use of learning contracts,
small-group instruction, language study, the use of centers, projects, using different tasks for different
ability levels, supporting independent learning, utilizing more carefully organized group work,
curriculum replacement, acceleration, course compacting, pull-out programs, competitions, and out-ofschool programming.
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
SIP
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Activity Description: The at-risk paraprofessional, under the meaningful supervision and direction of a
certified teacher, will push-in and provide 90 minutes per week of individual and small group instruction
to identified Grades K-8 at-risk students in the areas of math, Ela, and science.
Planned staff responsible for implementing activity: Paraprofessional
classroom teachers
CAO
Resource
Funding Source
Salary and benefits
Planned
Amount
0.00
Section 31 a
Actual
Amount
Activity Description: The Title I intervention teacher, using push-in and pull-out techniques, will
provide small group and/or individual instruction for at least 90 minutes per week to identified K-8
students needing extra support in Ela, math, science and social studies.
Planned staff responsible for implementing activity: Title I intervention teacher
classroom teachers
CAO
SIP
Resource
Funding Source
Intervention teacher salary and benefits
Title I Part A
Planned
Amount
0.00
Actual
Amount
Page 25 of 78
2.1.1.6. Activity: Math Instructional Activites
Activity Description: During daily warm-up lessons, teachers will provide math warm-ups addressing
understanding and operation of fractions in order to maintain students' knowledge of fractions
throughout the year.
Resource
Funding Source
Planned
Amount
Actual
Amount
2.1.1.7. Activity: Merit Pay
Activity Description: Classroom and intervention teachers will receive merit pay based on specific
criteria including: their students make annual gains in math that exceed one year's growth; their students
meet or exceed attendance requirements for the state; the teacher receives a satisfactory or better
summative evaluation for the year; the teacher submits a Paragon portfolio
The chief administrative officer will receive merit pay based on specific criteria including: students in
grades K-8 make annual gains in reading and math that exceed one year's growth; student average
attendance exceeds requirements for the state; the school achieves adequate yearly progress; the CAO
receives a satisfactory or better evaluation for the year
Planned staff responsible for implementing activity: K-8 classroom and intervention staff
CAO
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Resource
Funding Source
Merit pay
Planned
Amount
0.00
Title II Part A
Actual
Amount
Activity Description: The parent liaison will be responsible for working with parents to communicate
the importance of students coming to school regularly and on time, sharing how this affects their
achievement scores and readiness for a career. The parent liaison will also development, implement, and
evaluate parent involvement activities that improve communication between the home and school,
increase parent participation in school related activities, and increase parent participation in decisionmaking activities as it pertains to school programs and practices that directly affect their children's
achievement. Finally the parent liaison will work with teachers to promote the importance of parent
participation in their children's education. This will include training on the Joyce Epstein framework of
six types of parent involvement needed for a comprehensive school and family partnership.
Planned staff responsible for implementing activity: Parent liaison
Resource
Funding Source
Parent liaison salary and benefits
Title I Part A
Planned
Amount
0.00
Actual
Amount
2.1.1.9. Activity: Professional Development - Mathematics Common Core
preservice day of staff development to review the Common Core State Standards in Mathematics. An
inservice day will be used to provide follow-up time for teachers to further analyze these standards and
create lessons and assessments to teach them. A focal point will be the topic of teaching understanding
and operations of fractions.
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Paraprofessional
CAO
Resource
Funding Source
Salary and benefits for preservice training
Stipends for professional development
General Funds
Title I Part A
Planned
Amount
20,000.00
0.00
Actual
Amount
2.1.1.10. Activity: Professional Development - Mathematics Differentiation
preservice day of staff development focusing on implementing differentiated math workshops using Title
1 math materials purchased by the school in the 2011-12 school year. This training will be centered on
activities dealing with instruction of fractions concepts. Inservice time will be provided to continue the
development of these activities.
Paraprofessionals
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
2.1.1.11. Activity: Professional Development - Peer Observations
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Activity Description: If grant funds and available substitute teachers allow, teaching staff will
participate in up to 10 hours of classroom observations of each other implementing "Building
Background Academic Knowledge", teaching operations and knowledge about frations, and
differentiation of instruction procedures and activities learned during preservice training and during the
2011-12 school years.
Paraprofessionals
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
2.1.1.12. Activity: Professional Development - Progress Monitoring
preservice day of staff professional development in the effective use of progress monitoring assessments,
how to motivate students using data walls and other incentives, and how to create five week plans based
on student achievement data. Grade level meetings will be used to review this data and assist teachers in
interpreting the data and creation of lessons to address student needs
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
SIP
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Activity Description: Teachers will use a variety of assessments to identify and monitor students who
are not achieving grade level benchmarks in math. These assessments will include:
-Ed Performance assessment given quarterly to all students
-STAR Math assessment given monthly to grade 1-8 students receiving intervention services from the
intervention teacher, paraprofessional, or after school tutors.
-Common classroom assessments given to all students at end of each unit of instruction.
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
Activity Description: Teachers will provide students with 48 hours of summer school instruction to
support student attainment of grade level content expectations not mastered during the regular school
year.
Planned staff responsible for implementing activity: Summer School teachers
CAO
Resource
Funding Source
SIP
Title I Part A
Planned
Amount
0.00
Actual
Amount
Page 30 of 78
Goal 3: Science Goal
Content Area: Science
Student Goal Statement: Increase the number of students proficient in science.
Gap Statement: When considering the percent of students proficient, there is a 96% difference between current
fifth grade scores and the goal of 100% on the MEAP. There is an 86% gap at eigth grade. In particuilar, item
analysis of MEAP science test results shows students are struggling with the inquiry process.
Cause for Gap: The science curriculum and instructional program are not adequately aligned to the state
standards.
Analysis of MEAP science test results shows students are struggling with the inquiry process.
Multiple measures/sources of data you used to identify this gap in student achievement: Common grade level
science unit assessments, teacher observations, MEAP scores.
progress and success of this goal? The percent of students proficient on the MEAP science assessment will
increase by 10% annually.
The percent of students proficient on classroom unit assessments will increase by 5% annually
The implementation of strategies and activities will be monitored by reviewing teacher lesson plans and
conducting classroom observations.
Contact Name: Sue Finley
List of Objectives:
Name Objective
Science The percent of students proficient in science will increase 5% annually as measured by MEAP and
common grade level assessments through June 2013.
3.1. Objective: Science
Measurable Objective Statement to Support Goal: The percent of students proficient in science will
increase 5% annually as measured by MEAP and common grade level assessments through June 2013.
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List of Strategies:
Name Strategy
Science All teachers, administration and support staff will implement effective, research based strategies in the
area of science. These strategies will include: 1) Teachers will instruct all students in the use of the
scientific inquirey process 2) Teachers will provide additional differentiated instruction to students
performing below grade level 3) The behavior intervention specialist will provide interventions to
students for atypical behavior and attendance problems 4) The school will involve parents in their
children's education using the Joyce Epstein framework 5) Teachers will progress monitor students 6)
Teachers, paraprofessionals, and administrators will participate in professional development
3.1.1. Strategy: Science
strategies in the area of science. These strategies will include:
1) Teachers will instruct all students in the use of the scientific inquirey process
attendance problems
I.1.A.1 The curriculum documents are the basic framework for instruction. They contain essential and
rigorous content that guides what is taught within and across grade levels. They provide consistency and
continuity to the curriculum and instruction practiced at the school and reflects the belief that all students
should actively construct and apply knowledge.
From "Focus" by Mike Schmoker "...science is best learned through an emphasis on content presented
through intellectually engaging, age-old literacy practices. If we provide these with the right kind of handson labs and activities, then high quality, effective, engaging science instruction will be within any teacher's
reach.
studies they analyzed. They summarized the study by stating that "interventions to reduce disruptive
behaviors work in public schools". Cited in "Classroom Management that Works" by Robert Marzano,
2003.
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this factor risks undermining all other efforts at school improvement. What Works in Schools: Translating
Research Into Action by Robert Marzano , 2003
Reading Intervention Programs
close the reading gap. "What Really Matters in Response to Intervention" by Richard Allington, 2009
Access to appropriately difficult informational texts is critical, especially for sturggling readers who too
often cannot read the grade level science or social studies materials.
"What Really Matters in Response to Intervention" by Richard Allington, 2009
Parent Involvement
Across all home variables, parental aspirations and expectations for childrenÃ??Ã?Â¢??s educational
achievement has the strongest relationship with achievement (d=0.80), while communication (interest in
homework and school work, assistance with homework, discussing school progress: d= 0.38) have moderate
size effects, and parental home supervision (e.g., home rules for watching television, home surroundings
conducive to doing school work: d=0.18) are the weakest. Thus schools need to work in partnership with
parents to make their expectations appropriately high and challenging, then work in partnership with
children and the home to realize and even surpass these expectations. "Visible Learning", John Hattie, 2009
Parents should be educated in the language of schooling so the home and school can share in the
expectations and the child does not have to live in two worlds--with little understanding between the home
and school. "Visible Learning", John Hattie, 2009
Progress Monitoring
List of Activities:
Activity
After School Tutoring
Behavior Intervention Specialsit
SIP
Begin
Date
2012-0904
2012-0904
2012-0904
End Date Staff Responsible
2013-0615
2013-0615
2013-0615
CAO Classroom teachers Tutors
Behavior Intervention Specialist CAO
Classroom teachers CAO Intervention teacher
Paraprofessional
Page 33 of 78
Intervention Paraprofessional
Leveled Readers - Science
Parent Liaison
Professional Development - Science
Differentiation
Progress Monitoring
Scientific Inquiry
Summer School
2012-0904
2012-0904
2012-0904
2012-0904
2011-0925
2012-0904
2012-0904
2013-0709
2013-0615
2013-0615
2013-0615
2013-0615
2012-0615
2013-0615
2013-0615
2013-0726
Classroom Teachers CAO Paraprofessional
CAO Intervention teacher
Classroom teachers CAO
Parent liasion CAO
Teaching staff CAO
CAO CAlssroom teachers Intervention teacher
Classroom Teacher CAO
Summer school teachers CAO
3.1.1.1. Activity: After School Tutoring
and social studies, to students in grades 1-8 as identified by classroom assessments and other progress
Classroom teachers
Tutors
Resource
Funding Source
After school transportation
Title I Part A
Title I Part A
Planned
Amount
0.00
0.00
Actual
Amount
3.1.1.2. Activity: Behavior Intervention Specialsit
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Activity Description: The Behavior Intervention Specialist will work with targeted at-risk students to
strategies.
Planned staff responsible for implementing activity: Behavior Intervention Specialist
CAO
Resource
Funding Source
Salary and benfits
Section 31 a
Planned
Amount
0.00
Actual
Amount
Activity Description: All classroom teachers will provide differentiated instruction on a daily basis.
This differentiation will include instructional activities based on student instructional needs, multiple
intelligences, learning modalities, cognitive levels, student backgrounds, and personal interests.
Differentiated teaching strategies will include cooperative learning, individual learning, learning centers,
adaptive materials, and technology.
Content and instructional modifications will include multilevel instruction, leveled science books, the
use of learning contracts, small-group instruction, language study, the use of centers, projects, assigning
different tasks for different ability levels, supporting independent learning, utilizing more carefully
organized group work, curriculum replacement, acceleration, course compacting, pull-out programs,
competitions, and out-of-school programming.
CAO
Paraprofessional
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Resource
Funding Source
Differentiation Materials
Title I Part A
Planned
Amount
0.00
Actual
Amount
Activity Description: The at-risk paraprofessional, under the meaningful supervision and direction of a
certified teacher, will provide 90 minutes per week of individual and small group instruction to identified
Grades K-8 at-risk students in the areas of math, Ela, and science.
Planned staff responsible for implementing activity: Classroom Teachers
CAO
Paraprofessional
Resource
Funding Source
Salary and Benefits - paraprofessional
Section 31 a
Planned
Amount
0.00
Actual
Amount
Activity Description: The Title I intervention teacher will provide small group and/or individual
instruction for at least 90 minutes per week, to identified 3-6 students needing extra support in science.
The focus willl be to increase informational reading comprehension through pre-teaching informational
content and vocabulary and using leveled readers in related science content areas to increase and assess
students comprehension skills.
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Resource
Funding Source
Salary and benefits
Planned
Amount
0.00
Title I Part A
Actual
Amount
3.1.1.6. Activity: Leveled Readers - Science
Activity Description: Classroom teachers in grades 3 through 8 will use leveled readers to increase
students informational reading comprehension skills during science instruction.
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
increase parent participation in school related activities, and increase parent participation in decision
making activities as it pertains to school programs and practices that directly affect their childrenâ??s
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participation in their childrenâ??s education. This will include training on the Joyce Epstein framework
of six types of parent involvement needed for a comprehensive school and family partnership.
Planned staff responsible for implementing activity: Parent liasion
CAO
Resource
Funding Source
Parent liaison salary and benefits
Title I Part A
Planned
Amount
0.00
Actual
Amount
3.1.1.8. Activity: Professional Development - Science Differentiation
preservice day of staff development in the area of differentiation of instruction. Inservice time will be
provided to allow teachers time to create additional differentiated lessons and materials.
CAO
Resource
Funding Source
Release time substitutes
Stipend for professional development
Title I Part A
Title I Part A
Planned
Amount
0.00
0.00
Actual
Amount
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Activity Description: Teachers will use common classroom assessments, administered after each
science unit, to identify and monitor students who are not achieving grade level benchmarks in science.
CAlssroom teachers
Resource
Funding Source
Planned
Amount
Actual
Amount
3.1.1.10. Activity: Scientific Inquiry
Activity Description: K-8 teachers will ensure that each student complete one scientific inquiry activity
daily as indicated in the written science curriculum.
Planned staff responsible for implementing activity: Classroom Teacher
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
SIP
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Activity Description: Teachers will provide students with 48 hours of summer school instruction to
support student attainment of grade level content expectations not mastered during the regular school
year.
Planned staff responsible for implementing activity: Summer school teachers
CAO
Resource
Funding Source
Title I Part A
Planned
Amount
0.00
Actual
Amount
Goal 4: Social Studies
Content Area: Social Studies
Student Goal Statement: All students will be proficient in Social Studies.
Gap Statement: When considering the percent of students proficient on the sixth grade social studies MEAP
assessment, there is a 88% difference between current proficiency scores and the goal of 100% proficiency on the
MEAP. This gap has increased over the past four years.
Cause for Gap: Given the small number of students (average of 13 over the last five years) taking this assessment
at Bingham, it is very hard to establish the specific cause of this ongoing gap beyond possible alignment
problems. That said, the state only had 28% proficiency rate suggesting statewide alignment issues.
The Bingham 2011 item analysis indicates that the school scored lower than the state on 47% of history items,
57% of geography items, 33% of civics items, and 43% of economics items. Within these domains the following
standards were problematic on the 2011 assessment.
History - Era 3; the Revolution and New Nation and Michigan History
Geography - Environment and society
Civics - Structure and functions of government.
Economics - The Market Economy
Unfortunately, the same patterns were not replicated in the 2010 item analysis.
Given these variables, the school staff has determined that they will focus on creating common assessments
aligned to the state standards and aligned social studies vocabulary lists.
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Multiple measures/sources of data you used to identify this gap in student achievement: MEAP & classroom
assessments.
progress and success of this goal? Students will increase social studies proficiency by 10% annually as measured
by the MEAP
Students will obtain 80% accuracy on common social studies unit assessments.
Teachers will create standards aligned common assessments for each social studies unit.
Teachers will create standards based vocabulary lists for each social studies unit.
Contact Name: Sarah Prevo
List of Objectives:
Name
Social
Studies
Objective
The percentage of students proficient in social studies will increase 10% annually as measured by the
MEAP social studies assessment given in the fall of 2013.
4.1. Objective: Social Studies
Measurable Objective Statement to Support Goal: The percentage of students proficient in social studies
will increase 10% annually as measured by the MEAP social studies assessment given in the fall of 2013.
List of Strategies:
Name
Strategy
Social
All teachers, administration and support staff will implement effective, research based strategies
Studies
in the area of social studies. These strategies will include: 1) Teachers will create aligned
Instruction assessments and instructional vocabulary for their grade level units. 2) Teachers will provide
additional differentiated instruction to students performing below grade level 3) The behavior
intervention specialist will provide interventions to students for atypical behavior and attendance
problems 4) The school will involve parents in their children's education using the Joyce Epstein
framework 5) Teachers will progress monitor students 6) Teachers, paraprofessionals, and
administrators will participate in professional development
4.1.1. Strategy: Social Studies Instruction
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strategies in the area of social studies. These strategies will include:
1) Teachers will create aligned assessments and instructional vocabulary for their grade level units.
attendance problems
I.3.A.1 Assessments are aligned with the curriculum and instruction. They have been designed by matching
the appropriate measurement method to the type of learning targets (knowledge, reasoning, skill,
performance or disposition.)
"What Works In Schools" by Robert Marzano, 2003
The first school level factor is a "guaranteed and viable curriculum". I (Marzano) rank this as the first
factor, having the most impact on student achievement. Studies indicate that even when highly structured
textbooks are used as the basis for curriculum, terachers commonly make indpendent and idiosyncratic
decisions regarding what should be covered and tho eha extent. This practice frequently creates huge holes
in the continuum of content.
studies they analyzed. They summarized the study by stating that "interventions to reduce disruptive
behaviors work in public schools". Cited in "Classroom Management that Works" by Robert Marzano,
2003.
this factor risks undermining all other efforts at school improvement. "What Works in Schools: Translating
Research Into Action" by Robert Marzano , 2003
Reading Intervention Programs
close the reading gap.
Access to appropriately difficult informational texts is critical, especially for sturggling readers who too
often cannot read the grade level science or social studies materials.
"What Really Matters in Response to Intervention" by Richard Allington, 2009
Parent Involvement
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Progress Monitoring
Key Findings
1. All students differ so teachers must attend to different needs by first creating unique instructional goals
for each student. Teachers need to follow up on these goals with practical learning activities. Research
indicates that differentiation improves student learning.
List of Activities:
Activity
After School tutoring
Aligned Social Studies Assessments
Leveled Readers - Social Studies
Parent Liaison
Professional Development Differentiation
Progress Monitoring
Social Studies Vocabulary
Summer School
SIP
Begin Date End Date
2012-10- 2013-0524
25
2012-08- 2013-0620
15
2012-09- 2013-0604
15
2012-09- 2013-0604
15
2010-09- 2013-0607
04
2012-09- 2013-0604
15
2012-09- 2013-0604
15
2012-08- 2013-0620
15
2012-09- 2013-0604
15
2012-08- 2013-0620
15
2013-07- 2013-0709
26
Staff Responsible
Chief Administrative Officer Tutoring
staff
Behavioral intervention specialist CAO
Title I intervention teacher CAO
Grade 3-8 classroom teachers CAO
Parent Liaison CAO
Teaching staff CAO
Classroom teacher CAO
Classroom staff CAO
CAO and summer school teaching staff
Page 43 of 78
4.1.1.1. Activity: After School tutoring
and social studies, to students in grade 1-8 as identified by classroom assessments and other progress
Planned staff responsible for implementing activity: Chief Administrative Officer
Tutoring staff
Resource
Funding Source
Tutor salaries and benefits
Title I Part A
Title I Part A
Planned
Amount
0.00
5,671.00
Actual
Amount
4.1.1.2. Activity: Aligned Social Studies Assessments
Activity Description: Teaching staff will create unit assessments aligned to the state social studies
standards and benchmarks. These assessments will be given to students at the end of each unit of
instruction. Reteaching will be conducted as needed. Teachers will report these resutls to the chief
admnistrative officer and regional vice-president.
CAO
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Resource
Funding Source
Planned
Amount
Actual
Amount
Activity Description: The Behavior Intervention Specialist will work with targeted at-risk students to
strategies.
Planned staff responsible for implementing activity: Behavioral intervention specialist
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
during the social studies block. This differentiation will include instructional activities based on student
instructional needs, multiple intelligences, learning modalities, cognitive levels, student backgrounds,
and personal interests. Differentiated teaching strategies will include cooperative learning, individual
learning, learning centers, and technology.
Content and instructional modifications will include multilevel instruction, leveled books, the use of
learning contracts, small-group instruction, language study, the use of centers, projects, using different
tasks for different ability levels, supporting independent learning, utilizing more carefully organized
group work, curriculum replacement, acceleration, course compacting, pull-out programs, competitions,
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and out-of-school programming.
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
4.1.1.5. Activity: Intervention teacher
Activity Description: The Title I intervention teacher, using push-in and pull-out techniques, will
provide 90 minutes of small group or individual instruction weekly to identified grade 3-6 students in the
area of social studies. The focus will be increasing informational reading comprehension by pre-teaching
informational vocabulary and related content and using leveled social studies concept readers.
Planned staff responsible for implementing activity: Title I intervention teacher
CAO
Resource
Funding Source
Salaries and benefits for intervention teacher
Title I Part A
Planned
Amount
35,300.00
Actual
Amount
4.1.1.6. Activity: Leveled Readers - Social Studies
Activity Description: Classroom teachers in grades 3 through 8 will use leveled readers to increase
students informational reading comprehension skills during social studies instruction.
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Planned staff responsible for implementing activity: Grade 3-8 classroom teachers
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
increase parent participation in school related activities, and increase parent participation in decision
making activities as it pertains to school programs and practices that directly affect their childrenâ??s
participation in their childrenâ??s education. This will include training on the Joyce Epstein framework
of six types of parent involvement needed for a comprehensive school and family partnership.
Planned staff responsible for implementing activity: Parent Liaison
CAO
Resource
Funding Source
Salary and benefits for parent liaison
Title I Part A
Planned
Amount
20,200.00
Actual
Amount
4.1.1.8. Activity: Professional Development - Differentiation
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preservice day of staff development in the area of differentiation of instruction. Inservice time will be
provided to allow teachers time to create additional differentiated lessons and materials.
CAO
Resource
Funding Source
Release time substitutes
Stipends for professional development
Title I Part A
Title I Part A
Planned
Amount
0.00
0.00
Actual
Amount
Activity Description: Teachers will use common grade level unit assessments to identify and monitor
students who are not achieving grade level benchmarks in social studies. Students who do not make
adequate progress after receiving interventions for at least 10 weeks will be referred to a school child
study team to determine if additional or different interventions are needed.
Planned staff responsible for implementing activity: Classroom teacher
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
4.1.1.10. Activity: Social Studies Vocabulary
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Activity Description: Teachers will review the state social studies standards and benchmarks and create
essential vocablary lists for each unit of instruction. They will teach this vocbualry to students using the
Marzano six step process. The vocabulary will be assessed in each unit to determine mastery.
Planned staff responsible for implementing activity: Classroom staff
CAO
Resource
Funding Source
Planned
Amount
Actual
Amount
Activity Description: Teachers will provide students with 48 hours of summer school instruction
support student attainment of grade level content expecatations not mastered during the regular school
year.
Planned staff responsible for implementing activity: CAO and summer school teaching staff
SIP
Resource
Funding Source
Salaries and benefits for summer school teachers
Title I Part A
Planned
Amount
0.00
Actual
Amount
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Resource Profile
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Funding Source
Planned Amount
Actual Amount
Title I Part A
$101,221.00
$0.00
Section 31 a
$52,700.00
$0.00
Title II Part A
$8,000.00
$0.00
General Funds
$24,000.00
$0.00
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Additional Requirements
Comprehensive Needs Assessment
The comprehensive needs assessment (CNA) requirement is met by completing a School Data Profile/Analysis
(SDP/A), School Process Profile, and Summary Report. The comprehensive needs assessment must be completed
prior to creating a new plan or annually updating an existing school improvement plan.
Use the results of the comprehensive needs assessment to develop a Schoolwide Reform Model,
Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the
Goals information address all four measures of data: student achievement data, school programs/process data,
perceptions data (must include teachers and parents; student data is encouraged), and demographic data.
1. How was the comprehensive needs assessment conducted?
The Comprehensive Needs Assessment was conducted with the entire teaching staff, selected parents, and
board members. Meetings were held after school over the course of two months. The data that was collected
and reviewed included: student achievement data gathered from the MEAP and Ed Performance
assessments; the completion and review of the Mi-SASS report filed in March 2012; the review of discipline
and attendance data; the compilation of school demographic data; and a review of parent and staff surveys
conducted during the 2011-12 school year. Once the data was reviewed, challenges and strengths were
identified. The challenges were then used to determine goals and objectives for this year's school
improvement plan.
2. Summarize the results obtained from the comprehensive needs assessment and general conclusions drawn
from those results. Include information from all four measures of data: student achievement, school
programs/process, perception and demographic. More specific information will be included in your
Goals/Objectives/Strategies and Activities.
***Due to space limitations (8000 characters), see attachment for additional data that was reviewed for
this comprehensive needs assessment section***
Perceptual Data
Parent Surveys
- There were two survey opportunities for parents in the spring of 2012. In one survey, 25 families
responded. In the second survey, 170 families responded. There was a decline in all scores on the Mosaica
Education Parent Survey, with a fairly significant decline in parent perceptions regarding school discipline
practices. We feel some of this was due to parent adjustment to the interim chief administrative officer and
an ineffective behavior intervention specialist. The low score for adequacy of instructional materials was a
surprise since the school has all the latest technology and has made significant purchases of supplementary
materials in the last two years.
AdvancEd Staff Survey
The AdvancEd staff survey was taken electronically by 18 of 21 possible staff members at the end of May,
2012. Specific areas of needed improvement according to the survey are:
- Staff evaluations and supervisory feedback 25%
- More time needed for collaborative Learning 60%
- Supporting of new staff members 39%
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- Peer coaching 50%
When asked what the staff would like to see changed at Bingham in order to have a better school, the
following were areas that had at least 5 responses of needed improvement in the area:
- Improvement in overall communication was the most mentioned improvement need.
- Consistency and appropriate handling of negative behavior
- Improvements in the physical layout of the school, with better custodial care, more organized space for
storage, better space for support staff and intervention teachers, painting and brighter hallways
Student Achievement Data - Due to space limitations for this text box, see attachment for additional details
documenting the data that was reviewed.
Summary Discussion of Student Achievement Scores
MEAP related observations include:
- Our educationally disadvantaged subgroup is consistently underperforming the non-disadvantaged group
- Our special education subgroup is growing and is underperforming the non-disabled group
- There is no significant gender gap in any content areas
- Reading comprehension continues to be a major concern
- Writing skills are low, especially students application of the writing process
- Student understanding of fractions knowledge and operations is low
- Our overall results in 6th grade social studies remain poor. We need to address curricular gaps and create
interim grade level assessments to begin addressing this issue.
- Our overall results on the 5th and 8th grade science MEAP are very low. We attribute this to curriculum
and assessment alignment issues
Our students in grades 2 through 8 take the Performance Series tests four times each year. We expect our
students to achieve a mean gain of 125% of annual expected gains (fall to spring administration). This
expectation is essential because many of our students enter our school below grade level which makes
achievement of more than one year essential if we are to close the learning gap.
Other observations regarding Ed Performance scores include:
- All grades with the exception of grade 5 met or exceeded the 125% target in reading by as much as 10 to
49 percentage points. As with MEAP, our 5th graders performed poorly, achieving only a 90 point overall
gain.
- In math, we met or exceeded the 125% gain target in grades 2, 3, 4, and 7. In grades 5, 6, and 8 we failed
to meet the target and our 8th graders performance in math was the least improved. We have determined
that this is due to poor performance in the areas of fractions and geometry and will address those over the
course of professional development this summer and into the fall.
Our kindergarten and first grade students take the Iowa Test of Basic Skills in the fall and spring. Reading
and math are assessed. Historically kindergarten scores are very high on this test in the spring. Seldom do
these scores carry over to fall of first grade, however. Our attempts to determine the reason for this have
been unsuccessful.
Students Demographics
Total school enrollment shows that 203 are currently enrolled in grades K-8.
- The economically disadvantage student population has ranged between 63-73% of the student population
over the past three years. Currently, 63% are free lunch students.
- Males make up 57% of the 2011-12 student population. The male population has out-numbered females by
3-11% in four of the last five years.
- Ethnically, 94% of our students are white, 2% Hispanic, 2% multi-racial, 1.5% Asian, and .5% American
Indian. This racial makeup is also representative for the previous four school years.
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- Special education students make up almost 19% of the grade 3-8 population
- 60% of our students live in rural areas, 30% live in suburban areas
- 10% of our students are currently classified as homeless
Staff Demographics
All teachers are Caucasian. 12 staff are female and 1 is male
Teaching experience levels are:
- 0-3 year: 9 staff
- 4-5 years: 1 staff
- 5+ years: 3 staff
Summary of Demographic Data
The school's total population continues to rise, having almost doubled in size over the last five years. There
is little change in demographic s other than a growing special education population that reached almost
19% of the grade 3-8 MEAP taking population in the fall of 2011.
Program/Process Data - Due to space limitation, see attachment for additional data that was reviewed.
MI-SAAS/Ed YES:
- There is a need to increase the time allowed for teachers to dialog about the meaning of the abundant
amount of test data, behavior data, and perceptual data the school collects
- The school has only partially implemented a mentoring and coaching program.
- The school needs to increase the amount of collaborative inquiry
- The school does an exemplary job in providing multiple sources of data.
Student Attendance
- It appears the school has been misreporting attendance data for the last three years due to a PowerSchool
glitch.
- Of 203 students enrolled in 2011-12, 58 (29%) were absent 10 or more days and 24 (12%) were absent 15
or more days.
Student Discipline
- Physical aggression (80+ incidences) was the largest category of referral with disrespect towards adults
coming in second (70+).
- Most referrals originated from the classrooms (180+) with the playground being a distant second (80)
- Despite a doubling of the school's enrollment over the last four years, there has been no significant change
in the percentage of students receiving 2 or more referrals over the past three years. (Range of 32% to 27%)
School Report Card AYP History
- Bingham Arts Academy has met Adequate Yearly Progress targets for six consecutive years. Our current
overall grade is "C" which is a drop from a "B" grade given for the five previous years. We attribute the
drop to the new cut scores which reduced our proficiency rates in all AYP measured content areas.
Summary of Program/Process Data
- In most areas of effective behavior support, BAA scored lower on a staff survey in 2012. A changeover in
administration as well as conflict within the former administration between the Behavior Support Specialist
made a consistent positive support system to function adequately.
- Student behavior continues to be a concern among parents and staff
- Staff feels a need for more collaborative activities as it pertains to data analysis and inquiry
- There are a significant number of students with more than 10 days of absences
- Classroom behavior management continues to be a problem
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- While the school has continued to make AYP, the future remains uncertain due to a rising special
education population and the effects of the new MEAP cut scores.
Schoolwide Reform Model
1. Describe the overarching, comprehensive, research-based concept/program that the school improvement
team is implementing in order to close achievement gaps of at-risk students and increase the academic
achievement of all students.
Mosaica Education schools adopt the Mosaica Model which is AdvancEd accredited. The Mosaica Model
integrates innovative Paragon curriculum, blended learning, and a proven record of success in similar
communities. The model is delivered through a unique daily schedule, which consists of a core morning
program and the afternoon humanities program. The daily schedule permits uninterrupted instruction in a
120-90-60-90 minute sequence (English/language arts, math, science and humanities/social studies
(Paragon)). All schools have a 7.5 hour extended day and extended calendar year, providing significantly
more time-on-task for students to master content and improve skills.
Mosaica schools offer Spanish, beginning in kindergarten and continuing through the elementary and
middle school programs. Our schools also offer the innovative Paragon curriculum, an integrated social
studies program that allows students to learn about the history of great ideas and heroes in U.S. and world
culture in a hands-on approach with integrated art and technology. This innovative curriculum and
academic approach has successfully increased student achievement at schools across the country.
Unique features of Mosaica schools include:
- Integrated STEM curriculum
- Strong Arts education through the Paragon humanities and social studies curriculum which immerses
students in the exploration of great ideas and great thinkers across the disciplines
- Spanish instruction beginning in Kindergarten
- A magnet-like arts program, partnering with local artists and fostering creativity, dedication, self-esteem,
and a sense of purpose
- Extended school day by one hour and extended school year with an option of a year-round calendar.
- Personalized Student Achievement Plans (PSAPs) for every student
Highlights and features of a Mosaica educational program follow:
- Rigorous pre-college preparatory curriculum
- Intensive study and skill-building in reading, writing and mathematics across the disciplines through a
Morning Core curriculum featuring Imagine It! Reading, Phonics, and Language Arts; Houghton-Mifflin
Harcourt Saxton Math; and HMH Science Fusion
- A 1:3 computer to student ratio in the classroom with teachers fully trained to implement technology
applications throughout the disciplines
- Uninterrupted learning sequencing (120-90-60-90: English Language Arts, Math, Science, Paragon)
- Twenty percent of the math block is dedicated to hands on STEM instruction.
- STEM is imbedded into all subject areas.
- Intensive staff training of 20 days during year-one and 15 days thereafter
- Diverse and effective instructional methods focused on the individual student
- A range of extra-curricular and enrichment activities based on student interest, such as sports teams and
clubs
- Before and after-school program
- Free afterschool tutoring
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Mosaica utilizes a rigorous college-preparatory curriculum. We incorporate research-based methods,
including hands-on professional development and training in techniques a teacher can use to deliver the
lessons that help his or her students succeed. Mosaica's extensive, self-developed Paragon Curriculum has
provided our schools with the benefit of an ongoing teaching "laboratory," enabling us to hone our
research-based instructional strategies and benefit from colleagues across all Mosaica schools and
campuses. That helps to ensure that the techniques employed will work in practical settings with learners
from a wide range of backgrounds and abilities.
We place a great emphasis on the basics of reading, math, science and language arts. For these subjects we
use highly regarded published texts selected for their alignment with local student needs and state and
district standards. With schools in eight states and the District of Columbia, we have extensive experience in
selecting a "best fit" core curriculum that both aligns with student needs and with State standards. We also
have a programmatic approach to further calibrating the selected curriculum with the standards to optimize
its effectiveness.
Paragon is the cornerstone of our educational model, and we consider it an essential element to the success
of the schools we serve. Paragon is an interdisciplinary world history and humanities curriculum that
pushes students to take responsibility for their own learning, to become independent thinkers, to develop
integrated understandings of distinct concepts, and to pose and seek answers for universal questions. In
Paragon, students of all academic levels learn facts and discover concepts through material projects, roleplaying, lively readings, artistic performance, oral and written presentations, and multimedia materials.
Mosaica's Paragon Curriculum starts with a foundation in worldwide history for grades K-5. In grades 6-8,
students advance to more specialized, concentrated and comparative studies of world cultures in the
Paragon Humanities section. It emphasizes important values and helps students to understand their vital
place in their school, community and the world. An understanding of history and culture is woven
throughout the curriculum and in co-curricular areas such as music, art and athletics; and, technology,
rather than being presented as a discrete subject, is incorporated into all aspects of the curriculum as well.
We often serve substantial numbers of "at risk" students. We staff and organize to provide needed social and
emotional supports using multiple resources and strategies. A behavior intervention specialist works with
the principal and teachers to identify students' at risk behaviors and develop individualized student plans for
needed supports. Each student has a Personal Student Achievement Plan (PSAP), developed by his/her
teacher and reviewed and signed by the parent. These PSAPs include academic, social and behavioral goals
- and are reviewed regularly by teacher and parent for progress against all goals. Student study teams meet
regularly to review the academic, social and emotional needs of students identified as at risk for failure.
When needed, these teams help to connect the student and his/her family to needed social services and
create behavioral support groups within the schools. In addition to after-school tutoring for academic
support, student clubs like "The Divas" and "Boys to Men" allow students gender specific, safe groups in
which to process issues and questions that arise.
All of the efforts provided (school-wide, classroom based, small group or individual supports) are designed
to help students feel safe at school and to promote a school environment that is truly an emotionally and
physically safe space where students are able to let down their defenses and learn.
2. Describe how stakeholders were involved in the process of developing/selecting the reform model.
The above described Mosaica model was selected as part of the original charter school authorization of the
Bingham Arts Acacdemy. This charter authorization process included community members initially
interested in starting a charter school and The Bay Mills authorizeing oversight committee. The charter is
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reviewed by the authorizer at least once every three years, with detailed presentations on school
achievement results, financial viablity, and staff and parent satisfaction surveys. Additionally, the Bingham
Board of Education also reviews their management contract every three years to determine continued
contracting with Mosaica Education.
Curriculum Alignment that Corresponds to the Goals
1. Describe how the curriculum is aligned with State standards and how this alignment will help the school
meet the academic Goals. Describe the process for review and revision of the curriculum; evidence could
include a timeline for curriculum review or a description of the review process.
Currently we are focusing our efforts into aligning the four core curriculum areas of math, science, social
studies and English language arts (reading) to the Common Core Standards.
Paragon, our management company's proprietary social studies curriculum, blends the best of Western
culture--art, music, literature and history. The Paragon curriculum is divided into eight units of study based
on the eras of human history. All grades study the same era at the same time. Each grade looks at a different
country and a different essential "big idea" question which provides a five week study focus. At the end of
each five week unit, the students demonstrate what they've learned in an evening performance for their
families and the community. The demonstrations take the form of skits, dances, speeches songs, art, poetry
and other works. For five weeks prior to a performance night, the staff, students and parents work excitedly
toward making the show the best it can be.
Our curriculum model is organized around three elements to ensure general quality control - CONTENT
(Written Curriculum), INSTRUCTION (Teaching), and ASSESSMENT (Measurement) to provide general
quality control. This model is research-based and was selected as our model to ensure proper
coordination/correlation to the MCF, hence greater student achievement.
Written
The teaching staff implements a written curriculum. It is aligned with the Michigan Content Standards
found in the Michigan Curriculum Framework document and the Michigan Grade Level Content
Expectations, with plans to move to the Common Core. The document also includes curriculum maps,
alignment charts, pacing calendars and the use of best practice materials.
Taught
A taught curriculum is correlated to the written curriculum and implemented through weekly lesson plans
(electronically submitted to the CAO). We utilize a time schedule that includes 120 minutes of ELA each
day, 60 minutes for science, 90 minutes for math, and 90 minutes for social studies. Grade level meetings
are held monthly, classroom visits performed daily and formal teacher observations are conducted twice
yearly; once in the fall and once in the spring to verify the curriculum is taught.
Assessed Curriculum
The tested curriculum includes standards, skills, and pupil learning expectations for each core content area
at each grade level. This is tied to the taught and written curricula.
Student achievement is assessed annually by two summative tests, the MEAP and Iowa Test of Basic Skills
(ITBS). Other measurements of student achievement include DIBELS, Ed Performance online, Achievement
Series, STAR Early Literacy, Reading and math Curriculum based formative assessments, end of chapter
and end of unit tests, diagnostic pre/mid/post tests, 10 week assessments, teacher observations. Test results
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are compiled and reviewed by staff. This data drives decisions about instructional strategies and
professional development. The data is shared with teachers, parents, students, Mosaica regional
consultants, Bay Mills Community College compliance consultants, and the Board of Education.
Curriculum revision: Annual test results will be reviewed and compared to previous year's results. Our data
analysis will illustrate BAACS' trends and progress and will help direct curriculum and professional
development decisions for the following school years.
2. Describe how decisions about curriculum, instruction and assessment are made at this school, and how all
stakeholders are involved in the process.
All data is reviewed at the school improvement meetings where stakeholders review the data to determine
what's best regarding curriculum, instruction and assessments.
Instruction by Highly Qualified Professional Staff
1. Provide an assurance statement that all teachers and instructional paraprofessionals are highly qualified OR
a state-approved plan is in place for staff that does not meet requirements.
All teachers on staff meet the status of highly qualified as defined by No Child Left Behind legislation and
the State of Michigan. We have one paraprofessional and she also meets the highly qualified status as
defined by NCLB and the State of Michigan. We do not employ staff who do not meet the criteria for highly
qualified.
Strategies to Attract High-Quality, Highly Qualified Teachers to High Needs Schools
1. Identify the experience level of key teaching and learning personnel.
Current teachers' experience levels range from first year to 18th year teachers. All new teachers are
assigned a mentors who has taught for at least 5 years.
Experience levels of current staff are:
0-3 years = 9 teachers
4-5 years = 1 teacher
6-10 years = 1 teacher
More than 10 years = 2 teachers
2. List the specific initiatives implemented at the district and school level for attracting/keeping high-quality,
highly qualified teachers to/in high needs schools.
Bingham Academy posts all teaching position openings in the local newspaper, on our school website, on
our management company the Mosaica Education Inc. website, and at the local community college.
Mosaica staff annually attend university job fairs around the state to recruit highly qualified teaching staff.
Some things we do to attempt to retain staff includes:
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-Provide over 80 professional development hours annually.
-We offer fringe benefits including single payer health insurance, dental insurance and vision insurance.
-We offer a 401k plan with some employer match
-Teachers are given the opportunity to plan and present PD topics to peers as well as seek out other PD
opportunities on their own
-Teachers can earn additional salary by tutoring after school and during the summer
-Teachers receive mentoring support during their first three years of employment
-Teacher can earn merit pay based on student achievement and the teacher's annual evaluation
-We provide good access to modern instructional technology and teaching materials
-We maintain class sizes at 25 students or less
_
3. Describe the rate of teacher turnover for the school.
In previous years, we have had a teacher turnover rate of less than 5%. In the 2010-11, the rate jumped to
70% due to the local public schools offering teaching positions with higher pay and better benefits. Our
turnover rate returned to a low rate in 2011-12.
4. If the school has identified a high teacher-turnover rate list the specific initiatives implemented to try and
lower the rate. If the school does not have a high teacher turnover rate, enter "Not applicable" in the text
box.
We are discussing ways to make our salary and benefits more competitive with other districts. We achieved
a balanced budget for the first time this past year and with continued efforts to increase enrollment, we hope
to be able to begin to offer annual salary increases. We do feel our continued small class sizes and close
knit community will make us more attractive to some staff.
High-Quality and Ongoing Professional Development
Use the results of the comprehensive needs assessment to create a written professional development plan that
identifies ongoing, sustained professional development that is aligned to the Goals, Objectives, Strategies and
Schoolwide Reform Model. The specific professional development activities must be included as Activities under
the Goals section. District professional development activities that align to the school's comprehensive needs
assessment and Schoolwide Reform Model should also be included in the school-level Activities section.
Strategies to Increase Parental Involvement
1. It is critical that the school improvement team refers to the legislation included in the schoolwide school
rubric as guidance while completing this section.
Describe, in detail, the Section 1118 (e)(1-5) and (14) and (f) strategies employed by the school to increase
parental involvement.
[Section 1118 (e) (1)] The school will provide assistance to parents of children served by the school in
understanding topics such as the State's academic content standards, the State's student academic
achievement standards, the State and local academic assessments including alternate assessments, the
requirements of Title I, how to monitor their child's progress, and how to work with educators
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- The school will develop and distribute parent friendly documents regarding the state academic content
standards during parent teacher conferences
- The school will provide information and notices regarding all major academic assessments and will share
results at parent-teacher conferences held three times during the school year.
- Title I requirements will be shared at the annual Title I informational meeting
- Parents will receive direction on how to monitor their student's progress at open house meetings and
during parent teacher conferences.
[1118 (e) (2) ]The school will provide materials and training to help parents work with their children to
improve their children's academic achievement and to foster parental involvement.
- The school will offer topical family nights (math, literacy, and cultural events), Paragon presentations,
and encouraging parental participation in parent projects.
- Offer special training programs by counselor and outside agencies in the areas of child rearing, nutrition,
health, and other topics of interest.
- Share community events via school newsletter and Facebook page
[Section 1118 (e) (3)]The school will, with the assistance of parents, educate teachers, pupil services
personnel, CAO and other staff, on effective ways to reach out to, communicate with, and work with parents
as equal partners. Staff will also receive training in regards to the value and utility of contributions of
parents, how to implement and coordinate parent programs, and how to build ties between parents and
schools, including:
- The school will encourage staff to attend parental involvement workshops and conferences, web-based
learning, parent-teacher organization meetings, and site-based staff development.
- The parent liaison person will make an annual presentation to staff on Joyce Epstein's research on parent
involvement
- Teachers will maintain parent volunteer logs in their classrooms
- Prior to parent-teacher conferences, staff will receive review on effective conferencing techniques and the
importance of creating and completing Personalized Student Achievement Plans.
[Section 1118 (e) (4)] The school shall, to the extent feasible, coordinate and integrate parental involvement
programs and activities with other community programs including Head Start, the Great Start Readiness
Program, Alpena, Montmorency, and Alcona Educational School District, Boys and Girls Club,
Northeastern Michigan Community Health, and the school
- PTO The parent liaison person will work with the above organizations to coordinate parent involvement
activities during the school year.
- Preschool to kindergarten transition activities will be coordinated between the various preschool and
child care programs in the area.
[Section 1118 (e) (5)] The school shall ensure that information related to school and parent programs,
meetings, and other activities is sent to parents in a language and format they can understand.
- Memos, school and classroom newsletters will be written in a manner that is understandable to parents
- DVD recordings of meetings, phone calls, and the school's web page, and Facebook page will be used to
communicate with parents
- Translations of documents will be provided as necessary
[Section 1118 (e) (14)] The school shall provide other such reasonable support for parental involvement
activities under this section as parents may request.
- The parent liaison person will maintain close contact with parent groups to ascertain additional support
that might be needed by parents
- Surveys held during parent-teacher conferences and other parent activities will ask parents for additional
ideas for parent involvement activities they would like to see at the school.
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[Section 1118 (f)] The school will provide full opportunities for the participation of parents with limited
English proficiency, parents with disabilities, and parents of migratory children, including providing
information and school reports required under section 1111 in a format and to the extent practicable, in a
language such that parents understand, in carrying out parental involvement policy in the school.
- Some of the school's actions will include:
- maintaining handicap accessible building and grounds
- providing web based access to school information and activities
- providing video recordings of school activities related to their children's performances
- providing school publications in alternative languages as necessary
- providing interpreters for hearing impaired or limited English speaking parents
- making home visits if the parent is homebound
2. Describe the role of parents in the following schoolwide school plan/program areas:
2a. Design
Several parent surveys were conducted and analyzed over the course of the 2011-12 school year. The
results were used to evaluate some aspects of the past year's schoolwide plan and suggest changes for the
revised 2012-13 plan. Other parent participation in the plan design includes two parents on the school
improvement team. PTO members are also asked to review the proposed plan and provide feedback to the
school improvement team and Board of Education regarding needed changes.
2b. Implementation
Parent surveys specific to implemented schoolwide program components are conducted over the course of
the school year. Updates of plan implementation are also done at the monthly school improvement team
meetings and PTO meetings. Suggestions for changes are considered for program modifications by the
school improvement team as appropriate.
2c. Evaluation
At the end of each school year, all parents are offered the chance to complete a survey designed to obtain
feedback regarding the school wide plan and school climate. The schoolwide planning team, which
includes parents, and the PTO reviews collected data, determines if the present program is effective, and
discusses opportunities for improvement for the upcoming school year.
3. Describe how the school provides individual student academic assessments results, including interpretation
of those results, in a language the parents can understand.
Parents are given oral interpretations of written summary reports for all academic assessment results
during face-to-face parent-teacher conferences held at least three times per year. This is done in nontechnical language as much as possible. Teachers are briefed prior to these meetings so they can describe
results clearly and accurately. While none of our current parents require translation services, we will make
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them available of needed. Test scores are also added to the personalized student achievement plans as they
are updated during the conference.
4. All Title I schools must have a School-Parent Compact. Describe the role of parents in the development of
the School-Parent Compact, including the most recent review and revision of content. Elementary schools
must also provide an assurance statement that the compact is discussed at least annually at parent-teacher
conferences.
The compact is reviewed annually by the school improvement team and interested parents. Changes in
format or content are then made. Once the final compact is approved, teachers address the school-parent
compact during the first parent teacher conference of the school year. Parents who do not attend
conferences are contacted via phone, email or at drop off/pick up time to discuss the compact and obtain a
signature. The compact is reviewed and updated at each subsequent parent-teacher conference if necessary.
5. Describe how the parent involvement components of the schoolwide plan will be evaluated.
This component will be evaluated based on parent participation at parent events and parent surveys
conducted during the school year. The results of these collected data will be reviewed by the school
improvement team and PTO group to determine the success of the programs and consider changes for the
next school year.
6. Summarize the results of the evaluation and how those results will be used to improve the schoolwide
program.
A Parent Involvement Survey was distributed at the end of the March of 2012. Of Bingham's 125 families,
25 (20%) families returned the surveys. A 60% of the families responding indicated they were aware that
Bingham offers Title 1 intervention programs and services. 68 per cent reported they were aware that a
variety of parent involvement night activities were taking place. Only 31 per cent of the respondents
indicated that they had attended one of the nights. Six families offered suggestions for future parent nights,
including second language at Bingham, Math Game Night, Parenting workshop, Family Picnic with a
Treasure Hunt, helping parents understand the school curriculum and state standards, and algebra help for
parents.
A review of parent involvement activities data showed that 13 events were held over the course of the year.
Parent participation ranged from very low to close to 90% attendance. Paragon nights were the most highly
attended because they involved student performances related to the Paragon social studies program. Other
events such as Literacy Night, Family Fitness Night, Talent Show night, Parenting Skills/spaghetti dinner
night were closer to 40% participation levels.
Meetings that were poorly attended occurred earlier in the year. The new parent liaison person was still
learning the position and was unaware of Title I funds available to help support costs for presenter fees and
food.
The above results suggest several improvements that need to take place for the 2012-13 school year:
- Improve communications about parent involvement activities
- Provide training prior to the school year for the new parent liaison person
-Improve communications regarding the intervention services provided at the school
- Improve data collection for the various parent involvement activities such as classroom volunteers, school
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volunteers, and parent involvement in school improvement planning processes.
7. Attach the School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the
District's Board Policy in the Supporting Documentation section. Attach the School-Parent Compact in the
Supporting Documentation section.
Preschool Transition Strategies
1. Describe preschool transition strategies (more than once a year visitation) and the training that is provided to
preschool parents and/or teachers related to Kindergarten readiness skills. Describe other school level
transitions that occur, if appropriate. If the school serves only middle school or high school grades, the
school may put a statement in the box that indicates this section is "Not applicable due to grade levels
served".
Our preschool students are invited to visit the kindergarten classrooms during the school day during the
month of May. They also get the opportunity to eat lunch in the cafeteria and experience the transition to
recess. We also hold several open houses that allow parents and students from outside the school to meet
teachers and visit classrooms prior to the start of school.
During the enrollment activity. prospective kindergarten parents are provided with information about
school expectations for entering kindergarten students and provided with readiness materials they can use
over the summer with their children. They are also given contact information if they wish to talk with
someone about their child's needs in more detail.
The in-house GSRP and fee-based preschool teachers are involved in kindergarten curriculum reviews and
the assessment of incoming kindergartner's. This gives them first-hand knowledge for the requirements for
entering kindergarten students.
Teacher Participation in Making Assessment Decisions
1. Describe how teachers participate in making assessment decisions (Ex. selection, development, frequency).
Teachers are given opportunities to develop common grade level assessments, choose supplemental
curriculum based measurements, and establish some testing calendars for monitoring intervention program
progress. Other norms based assessments and assessment calendars are determined by the management
company because of the need for uniformity in meeting norming requirements.
2. Describe how teachers are involved in student achievement data analysis to improve the academic
achievement of all students.
Teachers must create personalized student achievement plans for each student. To do this successfully, Ed
Performance data is reviewed and updated at each parent teacher conference. Teachers also participate in
the MEAP data review and item analysis which leads to school improvement plan goals.
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Alternative Measures of Assessment
1. Describe the process for developing, or the alternative measures of assessment used, that will provide
authentic assessment of pupils' achievements, skills, and competencies.
We will use Ed Performance and Achievement Series to assess students in grades 2-8. Skills in all 4 core
academic areas will be assesed with the above mentioned programs.
Timely and Additional Assistance
1. Provide a summary of the effective, timely, additional assistance activities provided to students that are not
mastering the State's academic achievement standards. These must also be included in greater specificity as
Activities under the Goals section. Timely, additional assistance should include differentiation of instruction
to meet students' individual needs within the classroom.
Students who are at risk for non-mastery of achievement standards are provided with a variety of
interventions. At the tier 1 level, classroom teachers provide differentiated lessons in all four content areas
using small group, individual and cooperative grouping arrangements. Teachers use manipulatives,
modified assignments, variable time periods, leveled texts, and adjusted lessons in an attempt to meet
student needs. If this level of intervention proves insufficient, additional tier 2 support (at least 90 minutes
per week, per content area) is provided by an intervention teacher or paraprofessional during the school
day. This is done using push-in and pullout venues. Additional tier 2 and 3 activities include after school
tutoring for 120 minutes a week, and summer school sessions for 4 weeks during the summer break.
A behavior intervention specialist works with behaviorally challenged students in small groups and/or
individually as needed.
Students needing tier 3 interventions recieve instruction from the sepcial education resource teacher via
push-in and pullout activities.
2. Describe the identification process for students that are not mastering the State's academic achievement
standards.
We use MEAP scores, ITBS scores, STAR Literacy, STAR Reading, STAR Math, DIBELS, Ed Performance,
and classroom assessment scores to identify students who are not achieving at grade level expectations.
Classroom differentiation plans are developed for students less than one year behind. Students significantly
below grade level (1 year or more) are placed into individual or small group intervention programs planned
by the classroom teacher and intervention teacher. Students can also be placed in after school tutoring
programs or summer school if their learning gap or pace of learning requires this additional time.
The STAR assessments are used monthly with identified intervention students to monitor their progress and
adjust intervention programs ad needed. EdPerformance scores are obtained every 10 weeks and are
reviewed by classroom and intervention staff to monitor progress. Classroom assessments are completed at
the end of each instructional unit and are reviewed by classroom teachers and intervention staff.
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Coordination and Integration of Federal, State and Local Programs and Resources
1. Include a list of State educational agency and local educational agency programs and other Federal
programs that will be coordinated in the Schoolwide program.
31a At risk
TITLE 1A
Title IIA
Title VI Rural schools
Great Start Readiness Program
State aide general funds
IDEA funds
Fresh Fruit and Vegetable Program Grant (if awarded)
Homeless Students grant consortium
Youth Wellness Initiative (if awarded)
2. Describe how federal, state and local programs and resources are coordinated to support the schoolwide
program and initiatives in your plan.
Annually, the school administrator meets with the school accountant, the grants officer, and finance
controller to review program needs. Together, they determine which funds can be used to implement the
various components of the schoolwide program. Care is taken to ensure that grant funds are used for their
intended purposes. This is done by setting up proper fiscal procedures at the business office and record
keeping at the school. All employees are reviewed to ensure their proper placement within the various
schoolwide funding streams. Supplement versus supplant tests are made for all employee line item
placements.
The funds coordinated include the following:
31a At risk - used to provide targeted instruction and behavioral interventions
TITLE 1A - used to provide intervention instructional staff, professional development, and parent
involvement activities
Title IIA - used to provide merti pay and professional development for teachers
Title VI Rural schools - used to provide merit pay for teachers
Great Start Readiness Program
State aide general funds - used ot provide all activities required by state and federal law
IDEA funds - used to provide special education teacher
Fresh Fruit and Vegetable Program Grant (if awarded) - used to provide supplementary foods for student
lunch program
Homeless Students grant consortium - used to provide support to identified homeless families
3. Describe how the school will use resources under Title I, Part A and from other sources to implement the
required ten schoolwide components.
-Comprehensive needs assessment - general funds are used to support staff attendance at school
improvemetn meetingd to review the data
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-School Reform Strategy - Title IA; 31a At-risk
RtI intervention teaching staff and activities, intervention paraprofessonal, professional development,
behavior intervention specialist
-Highly Qualified Staff - general funds - used to recruit highly qualified staff
-Attract and Retain Staff - Title IIA; Title VI; general funds; Title I
Provides merit pay, professional development opportunities, staff salary and benefits
-Professional Development - Title I; general funds
Release time and stipends, 2 weeks of pre service training, fees and travel costs for workshops
-Strategies to Improve Parent involvement - Title I; general funds
Salary and benefits for .5 FTE parent liaison person, parent workshop costs, support of PTO activities,
parent-teacher conferences, parent volunteer activities, conduct parent surveys
-Preschool transitions - Great Start Readiness Program funds, general funds, Title I funds, fee based
preschool funds; support parent classroom visitations, kindergarten enrollment activities, Parent
educational materials, preschool programming for four-year olds
-Teacher involvement in assessment decisions - general funds and Title I funds;
staff meetings, grade level meetings and purchase of supplemental progress monitoring assessments
-Timely additional assistance - Title I, 31a, and general funds
Intervention instructional teaching staff, intervention parprofessional, behavior intervention specialist, after
school tutoring program, summer school program, purchase of supplemental materials for differentiation of
classroom instruction.
-Coordination of funds - general funds
Coordination meetings and documentation
4. Describe the coordination and integration of Federal, State and local programs and services in a manner
applicable to the grade level, including: violence prevention programs, nutrition programs, housing
programs, Great Start Readiness Program, adult education, vocational and technical education, and job
training.
Nutritional funds for students in grades K-8 are received as part of the federal free and reduced
lunch/breakfast programs. Great Start Readiness funds are received for preschool services offered to
eligible four year old students. The school does not receive any funds for violence prevention programs,
housing programs, adult education programs, vocational programs, or job training programs.
Effective Use of Technology
1. Describe the methods for effective use of technology as a way of improving learning and delivery of
services and for integration of involving technology in the curriculum.
Technology has been used to assess students through the use of Ed Performance/Scantron for immediate
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student data results after assessment as well as tutorials.
Evaluation of the School Improvement Plan
1. Describe how the school annually evaluates the implementation of, and results achieved by, the SIP, using
data from the State's annual assessments and other indicators of academic achievement.
In a series of meetings held throughout the school year, the school improvement team gathers and analyzes
state and school level summative assessment data, staff and parent perceptual data, demographic data, and
programs/process data. Together, the team performs data digs looking for gaps and/or trends in student
achievement, parental involvement, demographic shifts, and program/process implementation status. They
use this information to determine if the existing schoolwide plan has been implemented effectively, the
achievement goals reached, and whether revisions are needed for the next school year.
2. Describe how the school improvement team determines whether the schoolwide program has been effective
in increasing the achievement of students who had been furthest from achieving the standards.
The team looks at the MEAP, Ed Performance. and STAR Literacy, Reading and Math results for students
identified as at risk academically or performing below grade level. If all of these students have made 125%
of expected gains for the school year on each of these assessments, the schoolwide program is considered
effective.
3. Describe how the school improvement team revises the plan, as necessary, based on the results of the
evaluation, to ensure continuous improvement of students in the schoolwide program.
The school improvement team takes the identified achievement challenges identified in the School Data
Profle, feedback from staff and parent surveys, and develops an action plan designed to address challenges
and concerns. This action plan is then presented to the entire staff and interested parents for review and
feedback. This feedback is used to make final revisions. The revised plan is then presented to the baord of
educaiton in a public meeting for approval.
4. Describe how school and student information and progress will be shared with all stakeholders in a language
that they can understand.
The school will prepare and publish an annual report 14 days before school starts, meeting all state and
NCLB requirements. This report will be posted on the school website and paper copies made available in
the school office. Translated versions will be created if necessary. The report will also be presented to the
board of education at a public meeting in the early fall.
Building Level Decision-Making
1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited to
the development of the Goals, Objectives, Strategies and Activities included in the school improvement
plan. School board members, school building administrators, teachers and other school employees, pupils,
parents of pupils attending that school, parents of pupils receiving Title I, Part A services and other residents
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of the school district shall be invited and allowed to voluntarily participate in the development, review and
evaluation of the district's school improvement plans.
Teachers, staff and parents are all involved in the school improvement meetings. During the meetings, the
group analyzes data, progress monitoring and evaluation and makes decisions based on data results.
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Assurances
EdYES!
1. Literacy and math are tested annually in grades 1-5 (MCL 380.1280b)
Response: Yes
Comments: Ed Performance, ITBS, MEAP, Classroom Assessments, STAR
2. Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this).
If yes, please provide a link to the report on your website in the comments field (if applicable).
Response: Yes
Comments: www.binghamartsacademy.org
Educational Development Plan (EDP)
1. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file.
Response: No
Comments: We are researching a system to use for this.
2. Our school reviews and annually updates the EDPs to ensure academic course work alignment.
Response: No
Comments:
Health and Safety (HSAT)
The following assurances come directly from the Healthy School Action Tool (HSAT) Assessment
(http://www.mihealthtools.org/hsat), an online tool for school buildings to assess their school health
environments. If your school completed the HSAT in the past year, you may refer back to your report to answer
the following assurances. Responses to these assurances are necessary - whether you've completed the HSAT or
not. These assurances are designed to help school improvement teams think about conditions for learning in their
school, specifically related to student health and safety, and develop strategies in their school improvement plan to
address any identified needs.
1. Our School has a written policy on school safety that supports proactive, preventative approaches to ensure
a safe school environment.
Response: Written policy, fully implemented
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Comments:
2. All teachers in our school have received professional development in management techniques to create
calm, orderly classrooms.
Response: Yes
Comments: reviewed annually
3. Our school communicates all of our health and safety policies to students, staff, substitute teachers, parents
and visitors through the parent handbook or newsletter at least once a year.
Response: Yes
Comments:
4. Our school has used data from a student health/safety assessment at least once in the past two years to assist
in planning actions that will improve our school's environment and/or to determine the impact of changes
that we have made on student attitudes and behaviors.
Response: Yes
Comments:
5. Our school has taken action on the Michigan State Board of Education Policy on Comprehensive School
Health Education.
Response: Adopted policy, but not fully implemented
Comments:
6. All teachers who provide health education instruction received annual professional development/continuing
education specifically related to health education.
Response: Yes
Comments:
7. The health education curriculum used in our school is the Michigan Model for Health® Curriculum.
Response: Yes
Comments:
8. The health education curriculum used in our school involves student interaction with their families and their
community.
Response: Yes
Comments:
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9. Our school has taken action on the Michigan State Board of Education Policy on Quality Physical
Education.
Response: Reviewed policy, but not yet adopted
Comments:
10. At our school, physical education teachers annually participate in professional development specific to
physical education.
Response: Yes
Comments:
11. The physical education curriculum used in our school is:
Response: Exemplary Physical Education Curriculum (EPEC)
Comments:
12. At least three times during the past 12 months, our school offered programs, activities or events for
families about physical activity.
Response: Yes
Comments:
13. Our school offers the following amount of total weekly minutes of physical education throughout the year.
Response: 150 minutes or more at elementary level, 225 minutes or more at middle/high level
Comments:
14. Our school has taken action on the Michigan State Board of Education Policy on Nutrition Standards.
Response: No action taken
Comments:
15. The food service director/manager participated in professional development related to food or nutrition
during the past 12 months.
Response: Yes
Comments:
16. The food service director/manager supports/reinforces in the cafeteria what is taught in health education.
Response: Yes
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Comments:
17. During the past 12 months, our school collected information from parents to help evaluate/improve school
meals or foods offered a la carte, in concessions, school stores, vending machines, or as a part of classroom
celebrations/parties or at school events.
Response: Yes
Comments:
18. Our school makes a good faith effort to ensure that federally reimbursable school nutrition programs are
the main source of nutrition at school rather than vending or a la carte.
Response: Yes
Comments:
19. Our school has a health services provider or school nurse accessible to students.
Response: No
Comments:
20. Our school has a written policy on school safety that involves parents, and broader community, in
collaborative efforts to help ensure a safe school environment.
Response: Written policy, fully implemented
Comments:
21. Our school has a system in place for collecting relevant student medical information.
Response: Yes
Comments:
22. Our school has taken action on the Michigan State Board of Education Positive Behavior Support Policy.
Response: No action taken
Comments:
23. During the past 12 months, the school counseling staff has provided professional development to school
health staff about identification and referral of students related to violence and suicide prevention.
Response: No
Comments: Do not have a school counselor
24. During the past 12 months, the school counselor/psychologist/social worker offered information to students
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(presentations, materials, individual or group counseling activities, events) about bullying, harassment and
other peer to peer aggression.
Response: No
Comments:
25. During the past 12 months, the school counselor/psychologist/social worker has collaborated with
appropriate school staff or community agencies to implement programs or activities related to bullying,
harassment and other peer to peer aggression.
Response: No
Comments:
26. During the past 12 months, the school counseling staff identified students who are at risk of being victims
or perpetrators of violence.
Response: No
Comments:
27. Our school's mission statement includes the support of employee health and safety.
Response: No
Comments:
28. During the past year, our school supported staff participation in health promotion programs by having a
budget for staff health promotion.
Response: No
Comments:
29. During the past year, our school supported staff in healthy eating by providing healthy food choices at staff
meetings.
Response: Yes
Comments:
30. Our school has a written family involvement policy that advocates for strong connections between the
home, school and the community as a means of reducing barriers to student achievement.
Response: Written Policy, but not fully implemented
Comments:
31. Our school has a parent education program.
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Response: No
Comments:
32. During the past 12 months, our school collected information from parents to help evaluate/improve school
health education in our school.
Response: No
Comments:
33. During non school hours the community has access to indoor facilities for physical activity (such as gym,
weight room, hallway for walking, pool, basketball court).
Response: Access to all indoor facilities
Comments: No access at our site but can access the health plex in the community
Special Education
1. The District School Improvement Team reviews the CIMS data.
Response: Yes
Comments:
2. CIMS data is used to prepare the District Improvement Plan.
Response: Yes
Comments:
Technology
1. The District Technology Protection Measure blocks or filters adult and student internet access to
inappropriate materials (visual depictions that are obscene, child pornography, or harmful to minors).
Response: Yes
Comments:
2. The district has a process to monitor adult and student use of the internet.
Response: Yes
Comments:
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3. The district has an Internet Safety Policy in place.
Response: Yes
Comments:
4. The Internet Safety Policy meets the requirements as outlined in the state Technology Planning and CIPA
requirements.
Response: Yes
Comments:
5. The district has a process to provide public notice and hearings about the Internet Safety Policy.
Response: No
Comments:
6. The district uses school-wide assessments to determine the telecommunication services and hardware
support that are needed to support teaching and learning in all schools.
Response: No
Comments:
7. The district uses the school-wide assessment data to identify the needs of the schools in the following areas:
infrastructure (wiring, internet connections T1, etc.) in all classrooms, in all labs, in all media centers, in the
main office, in counseling offices, in support staff offices; hardware; software; professional development. If
"yes", specify the needs in the comments section.
Response: No
Comments:
8. The district has identified specific actions that promote curriculum and teaching strategies to effectively
integrate technology. If "yes", specify the actions in the comments section.
Response: No
Comments:
9. The district adjusts its curriculum to include technology literacy for all students.
Response: No
Comments:
10. The district adjusts its instructional program to promote technology literacy. If "yes", specify the
adjustments in the comments section.
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Response: No
Comments:
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Stakeholders
List of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business members
and, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan.
SIP
Title First Name
Last Name
Mrs.
Martha
LaFave
Mrs.
Kim
Schultz
Mrs.
Jackie
Alexander
Mr.
Jeff
Gray
Mrs.
Mrs.
Amy
Becky
Koproski
Meyer
Mrs.
Sue
Finley
Mrs.
Susan
Yates
Position
E-mail
Board
mlafave@agh.org
President
Parent/Board
schultzlaw116@gmail.com
vicepresiden
Parent/Teacher jalexander@binghamartsacademy.org
Parent./Board
jeff.gray@noaa.gov
Trustee
Teacher/Parent akoproski@binghamartsacademy.org
Teacher/Parent bmeyer@binghamartsacademy.org
Interim Chief
sfinley@binghamartsacademy.org
Administrat
Regional Vicesyates@mosaicaeducation.com
President
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Statement of Non-Discrimination
Federal Office for Civil Rights
The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements
and regulations of the U.S. Department of Education. It is the policy of this school that no person on the basis of
race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be
subjected to discrimination in any program, service or activity for which the district/school is responsible, or for
which it receives financial assistance from the U.S. Department of Education.
Contact Information
Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out nondiscrimination responsibilities.
Name/Position:
Sarah Prevo
Address:
555 South 5th
Telephone Number:
989-358-2500
References
Title VI of the Civil Rights Act of 1964
The Age Discrimination Act of 1975
The Americans with Disabilities Act of 1990
Elliott-Larsen prohibits discrimination against religion
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Supporting Documentation
The following documentation was attached. These are appended to this PDF and will display in the following
pages:
District Board Policy on Parent Involvement
School-Parent Involvement Plan
School-Parent Compact
Comprehensive Needs Assessment Data
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Parent Involvement Policy
In accordance with the Section 1118 (b) – (h) requirements of the No Child Left Behind Act of
2001, Bingham Arts Academy, a Title I Schoolwide school, is required to develop a school level
parent involvement policy designed and implemented in consultation with parents of the students
being served.
Parent involvement means the participation of parents in regular, two-way, and meaningful
communication regarding student academic learning and other school activities, and
ensuring that:
•
•
•
•
parents play an integral role in assisting their child’s learning;
parents are encouraged to be actively involved in their child’s education at school;
parents are full partners in their child’s education and are included, as appropriate,
in decision-making and on advisory committees to assist in the education of their
child;
the school carries out other activities, such as those described in Section 1118 of the
NCLB.
Bingham Arts Academy will implement the required school parent involvement policy
components as follows:
1. [Section 1118 (b)] Take the following actions to write/amend and distribute the Bingham
Arts Academy Parent Involvement Policy to parents of participating children and the local
community:
•
•
•
Parents will review the current policy annually during parent-teacher organization
meetings and the annual board of education review of the policy
The parent involvement policy will be distributed to all parents in the student handbook.
The policy will be posted on the school web site.
2. [Section 1118 (c) (1)] Convene an annual Title I informational meeting at a convenient time
to which parents of participating (Title I) children shall be invited and encouraged to attend, to
inform parents about the school’s Title I program and to explain the requirements of this part,
and the right of the parent to be involved.
During this presentation the school shall provide:
•
•
Notification that the school participates in Title I,
The requirements of Title I including:
o Parent rights to be involved as outlined in Table B of Title I, Part A Parental
Involvement Non-Regulatory Guidance (page 45), Section 1118; the schoolparent compact, Appendix C, page 51 of the Title I, Part A Parental Involvement
Non-Regulatory Guidance and the school’s parental involvement policy
How meetings will be held at various and convenient times to encourage parents
to attend. Parents will be notified about meetings through school memos,
newsletters, the web page, and Facebook
o How children are selected to receive services from the Title I program
o How parents may request information regarding the Title I services offered to
their children
o
3. [Section 1118 (c) (2)] Hold parent meetings at flexible times, providing transportation, child
care, and/or home visits as necessary, paid for with Title I funding as long as these services relate
to parent involvement.
•
•
In situations that prevent parents from coming to the school for meetings, school
personnel may make home visits, arrange to meet the parents at a mutually convenient
time off campus, provide transportation, provide child care, or provide recordings of the
meetings via the internet or DVD.
Some meetings will be offered during and after the regular school day to accommodate
parent schedules
4. [Section 1118 (c) (3)] Take the following actions to involve parents in an organized, ongoing,
and timely way, in the joint planning, review, and improvement of programs under Title I
including its parent involvement policy and the school wide plan.
•
•
•
•
•
•
•
Parents will be invited to participate on the school improvement team
PTO meetings will be used to present information and solicit feedback on the policy
and schoolwide plan
Parents will be invited to attend Board of Education meetings where the parent
involvement policy and schoolwide plan are being discussed
Parents will be surveyed during parent-teacher conferences and after participation in
parent involvement activities
The parent-teacher organization will receive presentations on school improvement
activities being implemented during the school year
Monthly school newsletters will contain information about parent involvement
opportunities and school improvement activities.
School activities will be posted on Facebook
5. [Section 1118 (c) (4) (A)] Provide parents of participating (Title I) students with timely
information.
•
•
•
•
•
Parent-teacher conferences will be held three times per year
Personalized Student Achievement Plans will be provided three times per year for all
students
Students placed in 504 plans will have use daily planners that are reviewed by
teachers and parents
Students with behavior plans will use daily progress reports that are reviewed by
parents
Newsletters will be sent home monthly by the school and weekly by the teachers
•
•
Events will be posted on Facebook, written on a bulletin board near front entrance,
and sent home via flyers.
Teachers will make phone calls as needed
6. [Section 1118 (c) (4) (B)] Provide parents of participating children, a description and
explanation of the curriculum in use at the school, the forms of academic assessments used to
measure student progress, and the proficiency levels students are expected to meet.
•
•
•
•
Handouts provided at start of year orientation meeting
Information shared during the three parent/teacher conferences held in the fall, winter,
and spring
Information included on the Personalized Student Achievement Plans updated three times
a year at conferences
Information shared at topical family nights held throughout the year
7. [Section 1118 (c) (4) (C)] If requested by parents, we will provide opportunities for regular
meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the
education of their children, and respond to any such suggestions as soon as practicably possible.
•
•
Prearranged meetings with school administrators
Prearranged meetings with the student’s teacher which may include the Title I
Coordinator, the CAO, and other staff as appropriate
8. [Section 1118 (c) (5)] Ensure that if the school-wide plan is not satisfactory to parents of
participating children, they may submit comments to the Board of Education when the plan is
made available to the board for approval.
•
Parents will be informed that they may submit written comments regarding the schoolwide plan to the chief administrative officer, or the appropriate Mosaica Education Inc.
Regional Vice President. These comments will then be presented to the Board of
Education as part of the schoolwide program plan approval process.
9. [Section 1118 (d) (1)] The school will jointly develop a school-parent compact with parents
to include as a component of its school parent involvement policy.
•
•
•
•
Prior to the first parent teacher conference, the school-parent compact will be
reviewed/revised annually by the parent teacher organization.
During regular parent/teacher/student conferences, the school-parent compact will be
reviewed as it relates to the child’s achievement, and signed by the teacher, the parent(s),
and the student.
The school-parent compact will be included as part of the school parent involvement link
on the school’s web page
Parts of the school-parent compact will be included in school newsletters along with the
parts of the school parent involvement policy.
10. [Section 1118 (d) (2) (A)] Include a schedule for elementary and middle school parent–
teacher conferences, at least annually, during which the compact shall be discussed as it relates
to the child’s achievement
•
Parents will be informed of the three parent-teacher conferences via;
o a school calendar distributed at the beginning of the year
o monthly school newsletters
o scheduling and reminder notes sent out prior to conferences
o Facebook announcements
o School website
o The compact will be discussed
11. [Section 1118 (d) (2) (B)] Provide frequent reports to parents on their child’s progress
•
•
•
•
Report cards will be distributed four times per year
Students placed in 504 plans will have use daily planners that are reviewed by teachers
and parents
Students with behavior plans will use daily progress reports that are reviewed by parents
Teachers and administrators will make phone calls or send notes regarding students as
needed
12. [Section 1118 (d) (2) (C)] Afford parents of participating children, reasonable access to
staff, opportunities to volunteer and participate in their child’s class, ands observation of
classroom activities.
•
•
•
•
•
Parent liaison person will work with teachers and other staff to identify volunteer
activities in the school
The parent-teacher organization will meet monthly to plan parent involvement activities,
receive presentations on the schools programs, and plan fund raising activities
Teachers will solicit parent volunteers for various classroom activities
Teachers all have telephones in their classrooms
Observations of classrooms can be prearranged directly with the teacher
13. [Section 1118 (e) (1)] The school will provide assistance to parents of children served by
the school in understanding topics such as the State’s academic content standards, the State’s
student academic achievement standards, the State and local academic assessments including
alternate assessments, the requirements of Title I, how to monitor their child’s progress, and
how to work with educators
•
•
•
•
The school will develop and distribute parent friendly documents regarding the state
academic content standards
The school will provide information and notices regarding all major academic
assessments and will share results at parent-teacher conferences
Title I requirements will be shared at the annual Title I informational meeting
Parents will receive direction on how to monitor their student’s progress at open house
meetings and during parent teacher conferences.
14. [1118 (e) (2)] The school will provide materials and training to help parents work with their
children to improve their children’s academic achievement and to foster parental involvement.
•
•
•
The school will offer topical family nights (math, literacy, and cultural events), Paragon
presentations, and encouraging parental participation in parent projects.
Offer special training programs by counselor and/or outside agencies in the areas of child
rearing, nutrition, health, family fitness, and other topics of interest.
Share community events via school newsletter and Facebook page
15. [Section 1118 (e) (3)] The school will, with the assistance of parents, educate teachers,
pupil services personnel, CAO and other staff, on effective ways to reach out to, communicate
with, and work with parents as equal partners. Staff will also receive training in regards to the
value and utility of contributions of parents, how to implement and coordinate parent programs,
and how to build ties between parents and schools, including:
•
•
•
•
The school will encourage staff to attend parental involvement workshops and
conferences, web-based learning, parent-teacher organization meetings, and site-based
staff development.
The parent liaison person will make an annual presentation to staff on Joyce Epstein’s
research on parent involvement.
The office will maintain parent volunteer logs.
Prior to parent-teacher conferences, staff will review effective conferencing techniques
and the importance of creating and completing Personalized Student Achievement Plans.
16. [Section 1118 (e) (4)] The school shall, to the extent feasible, coordinate and integrate
parental involvement programs and activities with other community programs including Head
Start, the Great Start Readiness Program, Alpena, Montmorency, and Alcona Educational
School District, Boys and Girls Club, Northeastern Michigan Community Health, and the school
PTO.
•
The parent liaison person will work with the above organizations to coordinate parent
involvement activities during the school year.
•
Preschool to kindergarten transition activities will be coordinated between the various
preschool and child care programs in the area.
17. [Section 1118 (e) (5)] The school shall ensure that information related to school and parent
programs, meetings, and other activities is sent to parents in a language and format they can
understand.
• Memos, school and classroom newsletters will be written in a manner that is
understandable to parents
• DVD recordings of meetings, phone calls, and the school’s web page, and Facebook
page will be used to communicate with parents
• Translations of documents will be provided as necessary
18. [Section 1118 (e) (14)] The school shall provide other such reasonable support for parental
involvement activities under this section as parents may request.
•
•
The parent liaison person will maintain close contact with parent groups to ascertain
additional support that might be needed by parents
Surveys held during parent-teacher conferences and other parent activities will ask
parents for additional ideas for parent involvement activities they would like to see at the
school.
19. [Section 1118 (f)] The school will provide full opportunities for the participation of parents
with limited English proficiency, parents with disabilities, and parents of migratory children,
including providing information and school reports required under section 1111 in a format and
to the extent practicable, in a language such that parents understand, in carrying out parental
involvement policy in the school.
•
Some of the school’s actions will include:
•
•
•
•
•
•
maintaining handicap accessible building and grounds
providing web based access to school information and activities
providing video recordings of school activities related to their children’s
performances
providing school publications in alternative languages as necessary
providing interpreters for hearing impaired or limited English speaking parents
making home visits if the parent is homebound Parent ~ School Compact
2012-13 School Year
NOTE: Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA)
must develop a written school-parent compact jointly with parents for all children participating in Title I, Part A
activities, services, and programs. This compact is part of the school's written parental involvement policy developed
by the school and parents under section 1118(b) of the ESEA. The compact outlines how parents, the entire school
staff and students will share the responsibility for improved student academic achievement and the means by which
the school and parents will build and develop a partnership to help children achieve the state's high standards.
This school, the parents and the students participating in activities, services, and
programs funded by Title I, Part A of the Elementary and Secondary Education Act
(ESEA) agree that this compact outlines how all parties will share responsibility for
improved student academic achievement and the means by which the school and
parents will build and develop a partnership that will help children achieve required
benchmarks.
This Parent ~ School Compact is in effect during the current school year.
School Responsibilities
This school will commit to the following provisions:
1. Provide high-quality curriculum and instruction in a supportive and effective
learning environment that enables the participating children to meet the
State's student academic achievement standards as follows:
Bingham Arts Academy aligns its curriculum with the grade level
content expectations set forth by the Michigan Department of
Education.
Students who are identified with achievement below grade level will
receive extra intervention support provided through Title I or At Risk
funding. These students will also be required to attend after school
tutoring and summer school.
2. Hold parent-teacher conferences at least annually during which this compact
and the student’s PSAP will be discussed as it relates to the individual child's
achievement.
November 8-11
January 17-20
March 20-23
3. Provide parents with frequent reports on their children's progress. Specifically,
the school will provide reports as follows:
Teachers will provide reports at every parent teacher conference. If a
student is achieving below grade level, teaching staff with arrange
frequent parent meetings to create an action plan for improvement and
monitor student progress.
4. Provide parents reasonable access to staff. Specifically, staff will be available
for consultation with parents as follows:
Staff will be available, by appointment, before or after school on a daily
basis.
5. Provide parents opportunities to volunteer and participate in their child's class,
and to observe classroom activities, as follows:
Bingham Arts Academy has an open door policy. Parents are welcome
to observe a classroom at any time (with the exception of during
standardized testing).
Parents may volunteer to help within the classroom, during lunch or at
recess.
Parents are also encouraged to be active members of the Parent
Teacher Organization.
6. The school (if receiving $500,000 or more in Title I Part A) will involve the
parents of children served in Title I, Part A schools in decisions about how the
1 percent of Title I, Part A funds reserved for parental involvement is spent,
and will ensure that not less than 95 percent of the one percent reserved goes
directly to the schools.
7. The school will provide assistance to parents of children in understanding
topics such as the following:
TOPICS:
y the state’s academic content standards;
y the state’s student academic achievement standards;
y the state and local academic assessments including alternate
assessments;
y the requirements of Title I Part A;
y how to monitor their child’s progress, and how to work with
educators;
ACTIONS:
y Parent – Teacher Conferences
y Parent Teacher Organization
y School Improvement Team Meetings
y Parent Orientation Activities
y Newsletter
y Paragon Nights
Parent Responsibilities
We, as parents, will support our children's learning in the following ways:
Making sure my child gets breakfast;
Monitoring attendance;
Making sure that homework is completed;
Monitoring the amount of electronic media my child watches and plays;
Volunteering in my child’s classroom;
Participating, as appropriate, in decisions relating to my child’s education;
Promoting positive use of my child's extracurricular time;
Staying informed about my child’s education and communicating with the
school by promptly reading all notices from the school received by my child or
by mail and responding, as appropriate;
Serving, to the extent possible, on policy advisory groups, such as being the
Title I, Part A parent representative on the school's School Improvement
Team, the Title I Policy Advisory Committee, the School Support Team or
other school advisory or policy groups.
Maintaining high expectations for my child and the school;
Demonstrate consistent interest in my child’s progress at school;
Support my child’s best efforts;
Promote schoolwide behavioral expectations while students are at school;
Support and work with school staff to promote my child’s learning
Student Responsibilities
(age-appropriate)
As a student of this school, I will share the responsibility to improve my academic
achievement and achieve the State's high standards. Specifically, I will:
Attend school every day - arriving on time;
Eat breakfast;
Do my homework every day;
Ask for help when I need to;
Read at least 30 minutes every day outside of school time;
Give my parents/guardian all notices and information from my school
everyday;
Be responsible;
Exercise self-discipline;
Respect myself and others;
Tell and seek the truth;
Accept and learn from the consequences of inappropriate behavior.
Signatures of Parties of the Compact:
___________________________________________
_______________
Teacher
Date
___________________________________________
_______________
Parent/Guardian
Date
___________________________________________
_______________
Student (if age appropriate)
Date
Bingham Arts Academy Comprehensive Needs Assessment Additional Documentation The Comprehensive Needs Assessment was conducted with the entire teaching staff, selected parents, and board members. Meetings were held after school over the course of two months. The data that was collected and reviewed included: student achievement data gathered from the MEAP, Ed Performance, and Iowa Test of Basic Skills assessments; the completion and review of the Mi‐SASS report filed in March 2012; the review of discipline and attendance data; the compilation of school demographic data; and a review of parent and staff surveys conducted during the 2011‐12 school year. Once the data was reviewed, challenges and strengths were identified. The challenges were then used to determine goals and objectives for this year's school improvement plan. Perceptual Data Parent Survey Regarding Title One A Parent involvement survey was distributed at the end of the March of 2012. Of Bingham’s 125 families, 25 (20%) families returned the surveys. A majority of families responding indicated that they were aware that Bingham is a Title 1 school. 68 per cent indicate that they were aware that Parent Information Nights were taking place. Only 31 per cent of the respondents indicated that they had attended one of the nights. Six families offered suggestions for future Parent Nights, including second language at Bingham, Math Game Night, Parenting workshop, Family Picnic with a Treasure Hunt, helping parents understand the school curriculum and state standards, and algebra help for parents. Mosaica Parent Survey Results: This survey is administered every spring by our management company. The survey scores are based on a scale of 1‐10 with ten being the highest score. 148 surveys were completed in spring 2011 and 170 were competed in spring 2012. The first score listed is for 2011. CAO/Leadership Team ‐ 9.41 / 9.09 Overall child’s experience ‐ 9.42 / 9.16 Education program quality 9.48 / 9.22 School overall discipline practices 9.24 / 8.60 Feel welcome at school 9.53 / 9.24 Safe school 9.59 / 9.47 Instructional materials / equipment 9.19 / 8.87 Communication 9.52 / 9.38 Discipline practices 9.3 / 9.16 Meets child’s individual needs 9.46 / 9.32 1 Summary of Parent Survey Data There was a decline in all scores on the Mosaica Education Parent Survey, with a fairly significant decline in parent perceptions regarding school discipline practices. We feel some of this was due to parent adjustment to the interim chief administrative officer and an ineffective behavior intervention specialist. Both positions will be assumed by new people for 2012‐13. The low score for instructional materials was a surprise since the school has all the latest technology and has made significant purchases of supplementary materials in the last two years. AdvancEd Staff Survey The AdvancEd staff survey was taken electronically by 18 of 21 possible staff members at the end of May, 2012. This was a response rate of 86 percent. The following results show percentages of aggregated “Strongly Agree” and “Agree” responses. The percentage responses for the survey were as follows: ‐ Purpose and Direction 84% ‐ Governance and Leadership 71% ‐ Teaching and Assessing for Learning 78% ‐ Resource and Support Systems 75% ‐ Using Results for Continuous Improvement 78% Specific areas of needed improvement according to the survey are: ‐ Staff evaluations and supervisory feedback 25% ‐ More time needed for collaborative Learning 60% ‐ Supporting of new staff members 39% ‐ Peer coaching 50% Since there was a turnover in administrative leadership, the areas of needed leadership are valid. Time will be placed in these areas next year, especially with the need to support two new teaching staff members who are beginning teachers. End of Year Staff Questionnaire The instructional staff was asked to respond to an end of the year questionnaire focusing on strengths and challenges, changes needed for the 2012‐13 school and long term improvements seen as needed for BAA. 18 out of 19 instructional staff responded to the questionnaire. It was evident that the staff placed a lot of thought into their responses. ‐ Highlights of the year for the staff are that the school is both child centered as well as teacher centered. 2 ‐
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The staff responded that many good activities and programs had been provided for families at Bingham, with the Family Education Evenings (especially Glow Turbo Fitness Night and the Literacy Luau) The year’s biggest challenges seemed to revolve mostly around negative behaviors and expressing the need to have consistent positive behavior support in place next year with buy‐in from staff. The year’s biggest challenge with parents was both keeping up with parent communication and helping parents to focus on the positive aspects of the school and not just the negative things happening with their child at the moment. Challenges seen with the staff was the need for better overall communication and consistency with the change in administration. When asked what the staff would like to see changed at Bingham in order to have a better school, the following were areas that had at least 5 responses of needed improvement in the area: ‐ Improvement in overall communication was the most mentioned improvement need. ‐ Consistency and appropriate handling of negative behavior ‐ Improvements in the physical layout of the school, with better custodial care, more organized space for storage, better space for support staff and intervention teachers, painting and brighter hallways Student Achievement Data Kindergarten: Iowa Test of Basic Skills (ITBS) Spring Results: Reading 2010 – 86%tile 2011 ‐ 88%tile 2012 ‐ 95%tile Math 2010 – 68%tile 2011 87%tile 2012 – 91%tile First Grade: Reading 2010 – 50%tile 2011 ‐ 46%tile 2012 – 60%tile Math 2010 – 57%tile 2011 ‐ 53%tile 2012 – 46%tile Second Grade: Ed Performance Data: Reading ‐ Spring 2011 – average gains of 134% of expected gains ‐ Spring 2012 ‐ average gains of 163% of expected gains Math ‐ Spring 2011 – average gains of 99% of expected gains 3 ‐
Spring 2012 – average gains of 130% of expected gains Third Grade: MEAP Results (new cut scores applied to all years) Math ‐ Fall 2010 ‐ 60% proficient ‐ Fall 2011 – 53% ‐ Economically disadvantaged subgroup underperformed others in 5 of last 5 years Reading ‐ Fall 2010 ‐ 76% Proficient ‐ Fall 2011 ‐ 58 Subgroup analysis ‐ Economically disadvantaged subgroup underperformed others in 5 of last 5 years in all content areas ‐ Special Education subgroup is very small at each grade level. As a schoolwide subgroup (17 grade 3‐8 students), these students scored below the non‐disabled students in all content areas Ed Performance Results Reading ‐ Spring 2011 – average reading gains of 141% ‐ Spring 2012 – average reading gains of 135% Math ‐ Spring 2011 – average math gains of 102% ‐ Spring 2012 – average math gains of 126% Fourth Grade: MEAP Results (New cut scores applied to all years) Math ‐ Fall 2010 ‐ 11% scored Proficient ‐ Fall 2011 ‐ 44% Reading ‐ Fall 2010 ‐ 24% scored Proficient in reading ‐ Fall 2011 ‐ 76% Writing ‐ Fall 2010 ‐ 24% proficient in writing ‐ Fall 2011 ‐ 40% Subgroup Analysis ‐ Economically disadvantaged subgroup underperformed others in 4 of last 5 years in math and reading ; 2 of 2 years in writing 4 ‐
Special Education subgroup is very small at each grade level. As a schoolwide subgroup (17 grade 3‐8 students), these students scored below the non‐disabled students in all content areas Ed Performance Results Reading ‐ Spring 2011 average reading gains of 93% ‐ Spring 2012 average reading gains of 146% Math ‐ Spring 2011 average math gains of 74% ‐ Spring 2012 average math gains of 125% Fifth Grade: MEAP Results (new cut scores applied to all years) Math ‐ Fall 2010 ‐ 19% scored Proficient in math ‐ Fall 2011 – 17% Reading ‐ Fall 2010 ‐ 47% scored Proficient in reading ‐ Fall 2011 ‐ 25% Science ‐ Fall 2010 ‐ 0% scored Proficient in science ‐ Fall 2011 – 4% Subgroup Analysis ‐ Economically disadvantaged subgroup underperformed others in 5 of last 5 years in math, science, and reading ‐ Special Education subgroup is very small at each grade level. As a schoolwide subgroup (17 grade 3‐8 students), these students scored below the non‐disabled students in all content areas Ed Performance Results Reading ‐ Spring 2011 reading gains of 88% ‐ Spring 2012 reading gains of 90% Math ‐ Spring 2011 math gains of 71% ‐ Spring 2012 math gains of 91% Sixth Grade: MEAP Results (new cut scores applied to all years) Math ‐ Fall 2010 ‐ 0% scored Proficient in math 5 ‐ Fall 2011 – 17% Reading ‐ Fall 2010 ‐ 57% scored Proficient in reading ‐ Fall 2011 ‐ 42% Science ‐ Fall 2010 ‐ 7% scored Proficient in social studies ‐ Fall 2011 ‐ 12% Subgroup Analysis ‐ Economically disadvantaged subgroup underperformed others in 5 of last 5 years in math and reading ‐ Special Education subgroup is very small at each grade level. As a schoolwide subgroup (17 grade 3‐8 students), these students scored below the non‐disabled students in all content areas Ed Performance Results Reading ‐ Spring 2011 reading gains of 106% ‐ Spring 2012 reading gains of 146% Math ‐ Spring 2011 math gains 134% ‐ Spring 2012 math gains 95% Seventh Grade: MEAP Results (new cut scores applied to all years) Math ‐ Fall 2010 ‐ 14% scored Proficient ‐ Fall 2011 – 0% Reading ‐ Fall 2010 ‐ 71% scored Proficient ‐ Fall 2011 – 45% Writing ‐ Fall 2010 57% scored Proficient in writing ‐ Fall 2011 – 18% Subgroup Analysis ‐ Economically disadvantaged subgroup underperformed others in 5 of last 5 years in math and reading; 2 of 2 years in writing ‐ Special Education subgroup is very small at each grade level. As a schoolwide subgroup (17 grade 3‐8 students), these students scored below the non‐disabled students in all content areas Ed Performance Results Reading ‐ Spring 2011 reading gains of 47% 6 ‐ Spring 2012 reading gains of 134% Math ‐ Spring 2011 math gains of 108% ‐ Spring 2012 math gains of 157% Eighth Grade: MEAP Results (new cut scores applied to all years) Math ‐ Fall 2010 ‐ 0% scored Proficient ‐ Fall 2011 – 17% Reading ‐ Fall 2010 ‐ 50% scored Proficient ‐ Fall 2011 – 83 Science ‐ Fall 2010 – 0 % scored proficient ‐ Fall 2011 – 14% Ed Performance Results Reading ‐ Spring 2011 reading gains of –no valid scores ‐ Spring 2012 reading gains of 174% Math ‐ Spring 2011 math gains of 59% ‐ Spring 2012 math gains of 67% Subgroup Analysis ‐ Economically disadvantaged subgroup underperformed others in 5 of last 5 years in math, science, and reading ‐ Special Education subgroup is very small at each grade level. As a schoolwide subgroup (17 grade 3‐8 students), these students scored below the non‐disabled students in all content areas 2011 Full Academic Year MEAP Achievement Data for Reading and Math Reading 71% of all grade 3‐8 students are proficient in the reading MEAP, creating a gap of 29% compared to 100% proficient target. 37% of grade 3‐8 students with disabilities are proficient in reading MEAP, creating a gap of 65% compared to the 100% target. 64% of grade 3‐8 economically disadvantaged students are proficient in the reading MEAP, creating a 36% gap with the 100% target. Math 7 50% of all grade 3‐8 students are proficient in the math MEAP, creating a gap of 50% compared to 100% proficient target. 32% of grade 3‐8 students with disabilities are proficient in math MEAP, creating a gap of 68% compared to the 100% target. 47% of grade 3‐8 economically disadvantaged students are proficient in the math MEAP, creating a 53% gap with the 100% target. Summary Discussion of Achievement Scores The new MEAP cut scores have changed our perspective on the achievement of Bingham Arts Academy students. All content areas are now high priorities for improvement and all strands and benchmarks are essentially below acceptable levels of proficiency. In an attempt to focus our efforts, we will attempt to isolate some specific areas to address in our plan. Other MEAP related observations include: ‐ Our educationally disadvantaged subgroup is consistently underperforming the non‐
disadvantaged group ‐ Our special education subgroup is growing and is underperforming the non disabled group ‐ There is no significant gender gap in any content areas ‐ Reading comprehension continues to be a major concern ‐ Writing skills are low, especially students application of the writing process ‐ Student understanding of fractions knowledge and operations is low ‐ Our overall results in 6th grade social studies remain poor. We need to address curricular gaps and create interim grade level assessments to begin addressing this issue. ‐ Our overall results on the 5th and 8th grade science MEAP are very low. We attribute this to curriculum and assessment alignment issues Our students in grades 2 through 8 take the Performance Series tests four times each year. We expect our students to achieve a mean gain of 125% of annual expected gains (fall to spring administration). This expectation is essential because many of our students enter our school below grade level which makes achievement of more than one year essential if we are to close the learning gap. Other observations regarding Ed Performance scores include: ‐ All grades with the exception of grade 5 met or exceeded the 125% target in reading by as much as 10 to 49 percentage points. As with MEAP, our 5th graders performed poorly, achieving only a 90 point overall gain. ‐ In math, we met or exceeded the 125% gain target in grades 2, 3, 4, and 7. In grades 5, 6, and 8 we failed to meet the target and our 8th graders performance in math was the least improved. We have determined that this is due to poor performance in the areas of fractions and geometry and will address those over the course of professional development this summer and into the fall. 8 Our kindergarten and first grade students take the Iowa Test of Basic Skills in the fall and spring. Reading and math are assessed. Historically kindergarten scores are very high on this test in the spring. Seldom do these scores carry over to fall of first grade, however. Our attempts to determine the reason for this have been unsuccessful. Demographic Data Students Demographics Total school enrollment shows an increase from 126 students in 2007‐08 to 200 students in 2011‐12. 217 are currently enrolled for the 2012‐13 school year. ‐
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Grade level enrollments as of May, 2012 are: K – 41; First – 32; Second – 17; Third – 20; Fourth – 26; Fifth – 26; Sixth – 18; Seventh – 10; Eighth ‐ 9 The economically disadvantage student population has ranged between 63‐73% of the student population over the past three years. Currently, 63% are free lunch students. Males make up 57% of the 2011‐12 student population. The male population has out‐numbered females by 3‐11% in four of the last five years. Ethnically, 94% of our students are white, 2% Hispanic, 2% multi‐racial, 1.5% Asian, and .5% American Indian. This racial makeup is also representative for the previous four school years. Special education students make up almost 19% of the grade 3‐8 population 60% of our students live in rural areas, 30% live in suburban areas 10% of our students are currently classified as homeless Staff Demographics All teachers are Caucasian. 12 staff are female and 1 is male Teaching experience levels are: ‐ 1 year: 2 staff ‐ 2‐5 years: 4 staff ‐ 5+ years: 7 staff Summary of Demographic Data The school’s total population continues to rise, having almost doubled in size over the last five years. There is little change in demographic s other than a growing special education population that reached almost 19% of the grade 3‐8 MEAP taking population in the fall of 2011. Program/Process Data MI‐SAAS/Ed YES: 9 ‐
‐
‐
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There is a need to increase the time allowed for teachers to dialog about the meaning of the abundant amount of test data, behavior data, and perceptual data the school collects The school has only partially implemented a mentoring and coaching program. The school needs to increase the amount of collaborative inquiry The school does an exemplary job in providing multiple sources of data. Student Attendance ‐ It appears the school has been misreporting attendance data for the last three years due to a PowerSchool glitch. ‐ Of 203 students enrolled in 2011-12, 58 (29%) were absent 10 or more days and 24 (12%) were
absent 15 or more days. Student Discipline ‐
‐
Bingham averaged 2.3 referrals per day over the course of the 2011‐12 school year. Physical aggression (80+ incidences) was the largest category of referral with disrespect towards adults coming in second (70+). ‐ Time wise, the largest number of referrals occurred during lunch recess. ‐ Most referrals originated from the classrooms (180+) with the playground being a distant second (80) ‐ Despite a doubling of the school’s enrollment over the last four years, there has been no significant change in the percentage of students receiving 2 or more referrals over the past three years. (Range of 32% to 27%) School Report Card AYP History ‐
Bingham Arts Academy has met Adequate Yearly Progress targets for six consecutive years. Our current overall grade is “C” which is a drop from a “B” grade given for the five previous years. We attribute the drop to the new cut scores which reduced our proficiency rates in all AYP measured content areas. Summary of Program/Process Data ‐ In most areas of effective behavior support, BAA scored lower on a staff survey in 2012. A changeover in administration as well as conflict within the former administration between the Behavior Support Specialist made a consistent positive support system to function adequately. ‐ Student behavior continues to be a concern among parents and staff ‐ Staff feels a need for more collaborative activities as it pertains to data analysis and inquiry ‐ There are a significant number of students with more than 10 days of absences ‐ Classroom behavior management continues to be a problem ‐ While the school has continued to make AYP, the future remains uncertain due to a rising special education population and the effects of the new MEAP cut scores. 10

Bingham Arts Academy SIP 2012-13 - Alpena-Montmorency

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