Central Academy 2011-2012 SIP

School Improvement PlanTitle I - Schoolwide

Single Building District

School Year: 2011 - 2012ISD/RESA: Washtenaw ISDSchool Name: Central AcademyGrades Served: PK,K,1,2,3,4,5,6,7,8,9,10,11,12Principal: Dr. Luay Shalabi Building Code: 08333

District Approval of Plan: Authorized Official Signature and Date

Board of Education Approval of Plan:

Authorized Official Signature and Date

School Improvement PlanContents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Vision, Mission and Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Goal 1: Increased Achievement in English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goal 2: Increase Achievement in Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 3: Increase achievement in Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Goal 4: Increased Achievement in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Goal 5: Increased Achievement in Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Goal 6: ELL's English Language Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

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IntroductionThe SIP is a planning tool designed to address student achievement and system needs identified through theschool's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to addressthe school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementaryand Secondary Education Act (ESEA) as applicable.The SIP is a planning tool designed to address studentachievement 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 ofPublic Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) asapplicable.

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Central Academy


School InformationSchool: Central Academy

District: Central Academy

Public/Non-Public: Public

Grades: PK,K,1,2,3,4,5,6,7,8,9,10,11,12

School Code Number: 08333

City: Ann Arbor

State/Province: Michigan

Country: United States

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Central Academy


Vision, Mission and BeliefsVision Statement

Central Academy's vision is to promote life long learning by giving each student the best education possible toenhance their future as adults.

Mission StatementCentral Academy's mission is to promote lifelong learning by nurturing academic excellence, positivecharacter and appreciation of cultures.

Beliefs StatementCentral Academy Believes that:

? All students have a right to a quality education;

? All students learn best when their educational experiences are integrated and interactive;

? All curriculum and programs sponsored by the school should foster connections among classmates, classwork, the home and the community at large;

? All programs and assignments must connect with student's past experiences in order to increase eachstudents' knowledge base and skills;

? Individualized attention to each student is necessary for a quality educational experience;

? Character development should be included in the school curriculum;

? Continuous professional development of the staff is a vital component of the school program;

? Exceptional students (e.g., special education. Limited English proficiency, talented and gifted, etc.) requirespecial services and resources; and

? A safe and physically comfortable environment promotes student learning.

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Central Academy


GoalsName Development Status Progress StatusIncreased Achievement in English Language Arts Complete OpenIncrease Achievement in Writing Complete OpenIncrease achievement in Math Complete OpenIncreased Achievement in Science Complete OpenIncreased Achievement in Social Studies Complete OpenELL's English Language Proficiency Complete Open

Goal 1: Increased Achievement in English Language ArtsContent Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All students will be proficient in English Language Arts as measured by MEAP andMME by June 2012.

Gap Statement: English Language Learners in grades 3-6 are performing 47% below non-English LanguageLearners in Reading as measured by MEAP. In grades 7 and 8 there is not enough data to show a discrepancy.Based on the MME, non-English Language Learners performed significantly lower than their English-speakingcounterparts.

Male students in grade 6 are performing 13% below female students in reading as measured by MEAP. Malestudents in grade 7 are performing 17% below female students in reading as measured by MEAP. Based on theMME, males scored on average higher than females in Reading.

The English Language Learners subgroup data in 2007 shows that 47% were at or above grade level on theMEAP. In 2008, the results show that the same subgroup decreased by 9% to 38%. The 2009 results show a slightincrease to 39%. In 2010 the ELL subgroup was 47% below the non-ELL students. These results were identifiedby MEAP.Low achievement for the ELL subgroup was also evident in MME, Plan, Explore, ED-Performance, and DRA.The enrollment data shows that in the last two years the Academy had a significant increase in ELL students whoare at the basic level.In the school year 2010-2011, 22% of the ELL students are at the basic level.

Cause for Gap: Central Academy has an ELL population of approximately 33% of which 22% are at the basiclevel. Research has shown that it will take 3-10 years for ELL students to learn academic language and becomeproficient in English.Teachers report that they need more training in how to work with English Language Learners.Parent perception surveys show that they believe the school gives ideas about how to help their children learn athome.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP MME, ACT,PLAN and EXPLORE

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Central Academy


What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? CRITERIA FOR SUCCESS: ELL students will increase achievement inReading so that the achievement gap between ELL and non-ELL will be closed by 5% yearly.Achievement in reading for Middle/High School will increase by 5% yearly. Male students will increaseachievement in reading so that the achievement gap between male and female will be closed by 4% yearly.

DATA AND MULTIPLE MEASURES OF ASSESSMENT: The Academy will use the following measures ofassessment to monitor progress: Ed-Performance(Scantron)and MEAP in grades 3 to 8, Explore in 8th and 9thgrades, Plan in 10th grade and the MME in 11th, and Developmental Reading Assessment (DRA) in Kindergartenthrough 8th grade.

Contact Name: Rasheda Nemer

List of Objectives:

Name ObjectiveAcademic Language Instruction All students will increase their academic language proficiency as measured by

localized assessments.Improved Achievement for ELLStudents

English Language Learners will increase reading comprehension by 5% yearlyas measured on the MEAP and MME for grades 3-11 by Fall 2012. DRA scoreswill increase at least 1/2 grade level yearly for grades 1-6.

Improved Achievement in ELA(English Language Arts) forMale Students

Male students will increase reading comprehension by 5% yearly as measuredon the MEAP and MME for grades 3-11 by Fall 2011.

Increase Comprehension of Non-fiction Texts Across theCurriculum

Data and multiple measures of assessment that will be used to monitor progressand success of this goal are the following: MEAP Informational Reading DRA(Informational) District/Local Assessments in Social Studies & Science

Middle and High SchoolAchievement in ELA

By June 2012, 70% of all Middle and High School students will be at or abovegrade level in the area of reading as measured by MEAP and/or MME/ACT.

1.1. Objective: Academic Language Instruction

Measurable Objective Statement to Support Goal: All students will increase their academic languageproficiency as measured by localized assessments.

List of Strategies:Name StrategyAcademic LanguageImplementation

The Academy will develop a list of standardized academic vocabulary per grade levelwhich the classroom teachers will then use to ensure the development of academiclanguage abilities among all students.

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Central Academy


1.1.1. Strategy: Academic Language Implementation

Strategy Statement: The Academy will develop a list of standardized academic vocabulary per grade levelwhich the classroom teachers will then use to ensure the development of academic language abilities amongall students.

Selected Target Areas

Other Required Information for Strategy

Marzano, R.J. (2004). The Developing Vision of Vocabulary Instruction. In J.F.Baumann andE.J.Kame'enui, Vocabulary Instruction: New York: Guilford Press

Marzano, R.J. (2004) Building Background Knowledge for Academic Achievement. ASCD. Alexandria,Virginia.

List of Activities:Activity Begin Date End Date Staff ResponsibleAcademic Language ClassroomImplementation

2011-08-22

2012-06-15

SIP committee and classroomteachers.

1.1.1.1. Activity: Academic Language Classroom Implementation

Activity Type: Professional Development

Activity Description: Teachers will include key academic language vocabulary in their weekly lessonplans.

Planned staff responsible for implementing activity: SIP committee and classroom teachers.

Actual staff responsible for implementing activity:

Planned Timeline: Begin Date - 2011-08-22, End Date - 2012-06-15

Actual Timeline: Begin Date - N/A, End Date - N/A

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Central Academy


Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Academic Language Binders and Graphic Organizer Posters Title I Part A 500.00

1.2. Objective: Improved Achievement for ELL Students

Measurable Objective Statement to Support Goal: English Language Learners will increase readingcomprehension by 5% yearly as measured on the MEAP and MME for grades 3-11 by Fall 2012. DRA scoreswill increase at least 1/2 grade level yearly for grades 1-6.

List of Strategies:Name Strategy6 + 1 TraitWriting

Teachers will use 6+1 trait writing program to increase students' achievement in MEAP,DRA and MME. Teachers will attend school sponsored and/or professional developmentconferences on writing workshops and the use of the 6+1 traits of writing.

EnhancedInstruction

Teachers will use lessons focused on the use of phonics and individualized interactivestrategies. Teachers will also address the needs of males and provide male students gradeappropriate and interest appropriate reading materials.

Integration ofTechnology

1. Teachers will use interactive software and programs designed to help students withreading and writing. 2. Teachers will utilize Study Island to assess or monitor progress inthe classroom. 3. Teachers will utilize an online literacy program called "Learning A-Z" tointegrate technology into reading instruction in the classroom. 4. Kindergarten and gradeone teachers use NWEA'S Online Skills Connection to individualize instruction to fit theneeds of all students.

ParentInvolvement andEducation

Staff will provide parent education focused on reading and writing.

ReadingComprehensionProgram

Teachers, paraprofessionals, and reading specialists will use read alouds and groupreflection with reading comprehension strategies. These strategies include makingconnections, using context clues, and cause and effect which will increase readingcomprehension. In addition, teachers will use SIOP strategies to develop academiclanguage across content areas.

1.2.1. Strategy: 6 + 1 Trait Writing

Strategy Statement: Teachers will use 6+1 trait writing program to increase students' achievement inMEAP, DRA and MME.Teachers will attend school sponsored and/or professional development conferences on writing workshopsand the use of the 6+1 traits of writing.

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Central Academy


Selected Target Areas2.5 Fosters a learning community2.8 Provides for systematic analysis and review of student performance and school and systemeffectiveness3.1 Develops and implements curriculum based on clearly defined expectations for student learning3.4 Supports instruction that is research-based and reflective of best practice


Bellamy, Peter, and Michael Kozlow. "Experimental Study on the Impact of the 6+1 Trait® Writing Modelon Student Achievement in Writing." Dec. 2004. Web. 8 June 2010.

List of Activities:Activity Begin

DateEnd Date Staff Responsible

6+1 Trait WritingWorkshops

2007-09-01

2012-06-18

Classroom Teachers, Academic Coordinators, andadministration.

1.2.1.1. Activity: 6+1 Trait Writing Workshops

Activity Description: 1. Teachers will teach writing workshops using the 6 + 1 Writing Traits.

2. Teachers will model writing and evaluating quality papers using the 6 rubric.

3. Peer editing and self-editing will be used as a regular part of the writing workshop with the use of the6 traits rubrics.

Planned staff responsible for implementing activity: Classroom Teachers, Academic Coordinators,and administration.

Actual staff responsible for implementing activity: Classroom Teachers, Academic Coordinators, andadministration.



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Central Academy



AmountActualAmount

Training in the use of 6 Traits for Writing Workshops Title II Part A 0.00 0.00

1.2.2. Strategy: Enhanced Instruction

Strategy Statement: Teachers will use lessons focused on the use of phonics and individualized interactivestrategies. Teachers will also address the needs of males and provide male students grade appropriate andinterest appropriate reading materials.

Selected Target Areas3.4 Supports instruction that is research-based and reflective of best practice3.8 Implements interventions to help students meet expectations for student learning


Beers, Kylene. (2002) When Kids Can't Read: What Teachers can Do. Heinemann.

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

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

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

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

Barnett, W. Steven Ph.D. Preschool Education and Its Lasting Effects: Research and Policy Implications.National Institute for Early Education Research. Rutgers, The State University of New Jersey. September2008.

Chudowsky, Naomi and Victor Chudowsky. (2010) State Test Score Trends Through 2007-08, Part 5: AreThere Differences in Achievement Between Boys and Girls?


DateEndDate

Staff Responsible

Individualized ReadingInstruction

2008-09-01

2012-06-30

Classroom Teachers, Paraprofessionals, ReadingSpecialists and ELL Teachers.

Phonics Instruction 2009-09-08

2011-06-30

Teachers, paraprofessionals, Reading Specialists, ELLteachers and Special Education teachers.

SIOP (Sheltered InstructionObservation Protocol)

2009-09-01

2012-06-18

Classroom teachers, Title I paraprofessionals, readingspecialists, ELL teachers and special education teachers.

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Central Academy


1.2.2.1. Activity: Individualized Reading Instruction

Activity Description: Teachers will use individualized reading program for students who are strugglingwith reading. Teachers will use reading materials appropriate for boys at a given grade level.

Planned staff responsible for implementing activity: Classroom Teachers, Paraprofessionals, ReadingSpecialists and ELL Teachers.

Actual staff responsible for implementing activity: Classroom Teachers, Paraprofessionals, ReadingSpecialists and ELL Teachers.




AmountActualAmount

Accelerated Reader Program, Reading A-Z, computers Title I Schoolwide 5,450.00

1.2.2.2. Activity: Phonics Instruction

Activity Description: Teachers will implement a cohesive program such as Zoo Phonics to enhance thedevelopment of phonetic decoding for beginning readers and for ELL students.

Planned staff responsible for implementing activity: Teachers, paraprofessionals, Reading Specialists,ELL teachers and Special Education teachers.

Actual staff responsible for implementing activity: Teachers, paraprofessionals, Reading Specialists,ELL teachers and Special Education teachers.




AmountActualAmount

Orton-Gillingham Multi-Sensory Approach Training Title I Schoolwide 875.00 0.00Preschool Program staff and materials Section 31 a 5,000.00

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Central Academy


Reading specialists, Paraprofessionals Title I Schoolwide 43,500.00 Supplemental materials Title I Schoolwide 5,300.00

1.2.2.3. Activity: SIOP (Sheltered Instruction Observation Protocol)

Activity Description: Teachers will use SIOP (Sheltered Instruction Observation Protocol)to teach dailylessons. Teachers will use supplementary materials, comprehensive input, and provide meaningfulactivities and strategies to improve both ELL and male students' reading comprehension. Teachers willalso provide students opportunities to apply their content and language knowledge.

Planned staff responsible for implementing activity: Classroom teachers, Title I paraprofessionals,reading specialists, ELL teachers and special education teachers.

Actual staff responsible for implementing activity: Classroom teachers, Title I paraprofessionals,reading specialists, ELL teachers and special education teachers.




AmountActualAmount

Hands on materials Title I Schoolwide 0.00 0.00

1.2.3. Strategy: Integration of Technology

Strategy Statement: 1. Teachers will use interactive software and programs designed to help students withreading and writing.

2. Teachers will utilize Study Island to assess or monitor progress in the classroom.

3. Teachers will utilize an online literacy program called "Learning A-Z" to integrate technology intoreading instruction in the classroom.

4. Kindergarten and grade one teachers use NWEA'S Online Skills Connection to individualize instructionto fit the needs of all students.



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Central Academy


Klopfer, E., Osterweil,S., Groff, J. & Haas, J.(2009). The Education Arcade:Using the Technology ofToday,in the Classroom Today. Massachusetts Institute of Technology.

Poole, B., Sky-Mellvain, E., Jackson, L. & Singer, Y. (2006). Computers, Education, and Society. TeachingIn The Computerized Classroom (6th ed. pp. 344-365).

Schacter, J. The Impact of Educational Technology on Student Achievement: What the Most CurrentResearch Has to Say. Santa Monica, CA: Milken Exchange on Education Technology, 2001.

Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology on studentlearning. Boise, ID: Army Research Institute.

Strudler, N. B. (1995-96). The role of school-based technology coordinators as change agents in elementaryschool programs: A follow-up study. Journal of Research on Computing in Education. 28(2), 234-257.

Waxman, H.C., Len, M., & Michko, G. M. (2003). A meta-analysis of the effectiveness of teaching andlearning with technology on student outcomes. North Central Regional Education Laboratory.

Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., et al.(1996).Growth of literacy engagement: Changes in motivations and strategies duringconcept-oriented reading instruction. Reading Research Quarterly, 31, 306?332.

Ivey, G., & Broaddus, K. (2000). Tailoring the fit: Reading instruction and middle school readers. TheReading Teacher, 54, 68?78.

List of Activities:Activity Begin Date End Date Staff ResponsibleRosetta Stone 2010-09-01 2011-06-30 ESL teachers

1.2.3.1. Activity: Rosetta Stone

Activity Description: ESL teachers will use Rosetta Stone to help students learn and understandEnglish.

Planned staff responsible for implementing activity: ESL teachers

Actual staff responsible for implementing activity: ESL Teachers and classroom teachers with thedirection of ESL teachers.



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Central Academy



AmountActualAmount

Interactive Reading program Title I Schoolwide 0.00 0.00Rosetta Stone program Title III 0.00 0.00Training in the use of Rosetta Stone Title II Part A 0.00 0.00

1.2.4. Strategy: Parent Involvement and Education

Strategy Statement: Staff will provide parent education focused on reading and writing.

Selected Target Areas1.1 Establishes a vision for the school in collaboration with its stakeholders2.5 Fosters a learning community


Michigan Department of Education. (2001). WHAT RESEARCH SAYS ABOUT PARENTINVOLVEMENT IN CHILDREN'S EDUCATION (includes a long list of research materials)

List of Activities:Activity Begin Date End Date Staff ResponsibleParent Education 2010-09-01 2011-06-20 Teaching staff

1.2.4.1. Activity: Parent Education

Activity Description: Staff will provide parent education programs focused on improving readingachievement using activities at home.

Planned staff responsible for implementing activity: Teaching staff

Actual staff responsible for implementing activity: Teaching Staff



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Central Academy



AmountActualAmount

Parent Coordinator Title I Schoolwide 0.00 0.00

1.2.5. Strategy: Reading Comprehension Program

Strategy Statement: Teachers, paraprofessionals, and reading specialists will use read alouds and groupreflection with reading comprehension strategies. These strategies include making connections, usingcontext clues, and cause and effect which will increase reading comprehension. In addition, teachers willuse SIOP strategies to develop academic language across content areas.

Selected Target Areas3.10 Provides comprehensive information and media services that support the curricular and instructionalprograms3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices3.4 Designs and uses instructional strategies, innovations, and activities that are research-based andreflective of best practice3.8 Implements interventions to help students meet expectations for student learning4.3 Uses student assessment data for making decisions for continuous improvement of teaching andlearning processes


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


Tovani, Chris. (2000) I read It, But I Don't Get It. Stenhouse.

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

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

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

Jonassen, David H. Educational Technology, v35 n4 p60-63 Jul-Aug 1995 Supporting Communities ofLearners with Technology: A Vision for Integrating Technology with Learning in Schools.

Echavaria, Jana (2008) Making Content Comprehensible for English Language Learners: The SIOP Model

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Central Academy




Implementing Intervention 2006-11-01

2012-06-18

All Staff and Administration

Professional DevelopmentActivities

2009-09-08

2012-06-01

Classroom Teachers, Title I paraprofessionals,Reading Specialist

1.2.5.1. Activity: Implementing Intervention

Activity Description: 1. Teachers, paraprofessionals, Reading Specialists, Special Education Teachers,and ESL teachers will use content appropriate materials for read-aloud texts using cause and effectstrategies in content areas, as well as, context clues and other comprehension strategies.

2. Teacher will develop and evaluate interventions through the use of independent grade-level meetingswithin the middle and high school and through the use of RTI in K-8.

3. Teachers will use DRA scores (K-8), teacher observations, and journalwriting to assess increased reading comprehension.

Planned staff responsible for implementing activity: All Staff and Administration

Actual staff responsible for implementing activity: Classroom teachers and academic coordinators.




AmountActualAmount

ESL teachers, paraprofessionals, Reading Specialist Title I Schoolwide 58,000.00 Preschool Program materials and staff Section 31 a 20,000.00 Program materials Title I Part A 1,400.00

1.2.5.2. Activity: Professional Development Activities

Activity Description: Teachers will have work embedded professional development focused onimplementation of reading strategies.

Planned staff responsible for implementing activity: Classroom Teachers, Title I paraprofessionals,

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Central Academy


Reading Specialist





AmountActualAmount

Professional Development Activities Title II Part A 9,400.00

1.3. Objective: Improved Achievement in ELA (English LanguageArts) for Male Students

Measurable Objective Statement to Support Goal: Male students will increase reading comprehension by5% yearly as measured on the MEAP and MME for grades 3-11 by Fall 2011.

List of Strategies:Name StrategyIntegration ofTechnology inReading Instruction

Teachers will model text-to-text, text-to-self and text-to-world connections and otherreading comprehension strategies. In addition, teachers will include the integration ofinteractive technology using smart boards and computer projection systems.

1.3.1. Strategy: Integration of Technology in Reading Instruction

Strategy Statement: Teachers will model text-to-text, text-to-self and text-to-world connections and otherreading comprehension strategies. In addition, teachers will include the integration of interactive technologyusing smart boards and computer projection systems.

Selected Target Areas3.4 Supports instruction that is research-based and reflective of best practice3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, anddemonstrates an appreciation of diversity3.9 Maintains a system-wide climate that supports student learning4.2 Ensures that student assessment data are used to make decisions for continuous improvement ofteaching and learning4.7 Demonstrates verifiable growth in student performance5.10 Provides appropriate support for students with special needs

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Central Academy


7.5 Provides research-based professional development for system and school personnel to help themachieve improvement goals


Chudowsky, Naomi and Victor Chudowsky. (2010). State Test Score Trends Through 2007-08, Part 5: AreThere Differences in Achievement Between Boys and Girls?

Brozo, William G. (2002) To Be a Boy, to Be a Reader: Engaging Teen and Preteen Boys in ActiveLiteracy

Knowles,E. and Martha Smith. (2005). Boys and Literacy: Practical Strategies for Librarians, Teachers, andParents

Martino and Kehler. (2009). The Problem with Boys' Education: Beyond the Backlash

List of Activities:Activity Begin Date End Date Staff ResponsibleInteractive White Boards 2010-09-01 2011-06-30 Classroom Teachers.

1.3.1.1. Activity: Interactive White Boards

Activity Description: Teachers will use interactive white board technology in reading and writinginstruction, (i.e, Digital storytelling.)

Planned staff responsible for implementing activity: Classroom Teachers.

Actual staff responsible for implementing activity: Classroom Teachers




AmountActualAmount

Interactive White Boards USAC - Technology 0.00 0.00

1.4. Objective: Increase Comprehension of Non-fiction Texts Across

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Central Academy


the Curriculum

Measurable Objective Statement to Support Goal: Data and multiple measures of assessment that will beused to monitor progress and success of this goal are the following:

MEAP Informational ReadingDRA (Informational)District/Local Assessments in Social Studies & Science

List of Strategies:Name StrategyReader'sWorkshop

Through Reader's Workshop and core ELA classes, we will embed informational non-fiction textsthat tie in with our Social Studies and Science units. The main idea and important details will beemphasized when students summarize non-fiction text. Thinking maps and Graphic organizers willbe used as visual organization tools to identify the Main Ideas and Supporting Details. Instructionwill include text features and utilization of text features and structures in order to locateinformation through think-alouds, reflections, small group instruction, and possible social studiespublications such as "Time for Kids" and "Scholastic News". During grade level meetings, staffwill reflect on student achievement and share stategies that work to plan for further instruction.

1.4.1. Strategy: Reader's Workshop

Strategy Statement: Through Reader's Workshop and core ELA classes, we will embed informational non-fiction texts that tie in with our Social Studies and Science units. The main idea and important details willbe emphasized whenstudents summarize non-fiction text. Thinking maps and Graphic organizers will be used as visualorganization tools to identify the Main Ideas and Supporting Details. Instruction will include textfeatures and utilization of text features and structures in order to locate information throughthink-alouds, reflections, small group instruction, and possible social studies publications such as "Timefor Kids" and "Scholastic News". During grade level meetings, staff will reflect on student achievement andshare stategies that work to plan for further instruction.



Robert Marzano "Evaluation Study of the Effects of Promethean ActivClassroom on StudentAchievement"

Lucy Calkins Readers' Workshop

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Central Academy


Kathy Collins "Growing Readers" Readers' Workshop

Stephanie Harvey & Anne Goudvis "Strategies That Work"

Richard Allington "What Really Matters for Struggling Readers"

Richard Allington "Comprehension Through Conversation"

Mary Howard "RTI From All Sides"

Jennifer Serravallo & Gravity Goldberg "Conferring with Readers: Supporting Each Student's Growth &Independence"


DateEndDate

Staff Responsible

Text Features inInformational Texts

2011-08-22

2012-06-15

Academic coordinators,Classroom teachers,paraprofessionals and other support staff.

1.4.1.1. Activity: Text Features in Informational Texts

Activity Description: Readers Workshop with informational non-fiction texts will focus on findingMain Ideas and Important Details using Thinking Maps and Graphic Organizers.Interactive White Boards will be used for instruction to facilitate student engagement.

Planned staff responsible for implementing activity: Academic coordinators,Classroom teachers,paraprofessionals and other support staff.





AmountActualAmount

Grade Level Non-fiction Texts Title I Part A 1,000.00

1.5. Objective: Middle and High School Achievement in ELA

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Central Academy


Measurable Objective Statement to Support Goal: By June 2012, 70% of all Middle and High Schoolstudents will be at or above grade level in the area of reading as measured by MEAP and/or MME/ACT.

List of Strategies:Name StrategyEnhancedInstruction

Classroom Teachers, ESL Teachers, and Paraprofessionals will use individualizedstrategies, interactive and differentiated materials with entire student population. Teacherswill use the components of SIOP to differentiate their instruction.

Online ELA CreditRecovery Program

Teachers will use an intensive online credit recovery program during the school day andoutside of school hours, with high and/or middle school students, who are struggling tomeet state benchmarks and standards in ELA.

1.5.1. Strategy: Enhanced Instruction

Strategy Statement: Classroom Teachers, ESL Teachers, and Paraprofessionals will use individualizedstrategies, interactive and differentiated materials with entire student population. Teachers will use thecomponents of SIOP to differentiate their instruction.

Selected Target Areas3.4 Designs and uses instructional strategies, innovations, and activities that are research-based andreflective of best practice3.4 Supports instruction that is research-based and reflective of best practice


Beers, Kylene. (2002) When Kids Can't Read: What Teachers can Do. Heinemann.


Tovani, Chris. (2000) I read It, But I Don't Get It. Stenhouse.

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

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

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



ELL support 2008-09- 2011-06- Classroom Teachers, paprofessionals, ESL Teachers, Reading

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Central Academy


strategies 01 30 Specialists

1.5.1.1. Activity: ELL support strategies

Activity Description: Teachers will use simplified texts, differentiated instruction, and individualizedinteractive strategies with ELL students. Teachers will also use SIOP strategies to develop students'academic vocabularies.

Planned staff responsible for implementing activity: Classroom Teachers, paprofessionals, ESLTeachers, Reading Specialists

Actual staff responsible for implementing activity: Classroom Teacher and ELL Teacher




AmountActualAmount

Supplemental materials, Accelerated Reader, paraprofessional Title I Schoolwide 21,700.00

1.5.2. Strategy: Online ELA Credit Recovery Program

Strategy Statement: Teachers will use an intensive online credit recovery program during the school dayand outside of school hours, with high and/or middle school students, who are struggling to meet statebenchmarks and standards in ELA.

Selected Target Areas3.2 Promotes active involvement of students in the learning process, including opportunities for them toexplore application of higher-order thinking skills and investigate new approaches to applying theirlearning3.2 Establishes expectations and supports student engagement in the learning process, includingopportunities for students to explore application of higher order thinking skills and investigate newapproaches to applying their learning3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices3.4 Designs and uses instructional strategies, innovations, and activities that are research-based andreflective of best practice3.4 Supports instruction that is research-based and reflective of best practice3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, anddemonstrates an appreciation of diversity3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment toequity, and demonstrates an appreciation of diversity

Central Academy


Central Academy



Thorndike, R., (1997). Measurement and evaluation in psychology and education. Prentice Hall.

DeVellis, R. F., (2003). Scale development: Theory and applications. Newbury Park: Sage.

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal ofApplied Psychology, 82(2), 221-234.



Online ELA Credit RecoveryProgram

2008-09-01

2012-06-18

Classroom Teacher, Academic Coordinator, andAdministration

1.5.2.1. Activity: Online ELA Credit Recovery Program

Activity Description: Administration will ensure that all students who are below grade level in ELAhave the option to participate in an online ELA credit recovery program.

Planned staff responsible for implementing activity: Classroom Teacher, Academic Coordinator, andAdministration

Actual staff responsible for implementing activity: Classroom Teacher and Academic Coordinator


Actual Timeline: Begin Date - 09/01/2008, End Date - 06/18/2012


AmountActualAmount

Online Credit Recovery Program for ELA, computers Title I Schoolwide 13,600.00

Goal 2: Increase Achievement in WritingContent Area: English Language ArtsDevelopment Status: Complete

Central Academy


Central Academy


Student Goal Statement: All students, including ELL learners, will increase their overall writing scores on theMEAP in grades 4 and 7.

Gap Statement: All students in all grades, including English Language Learners, are still not performing at gradelevel in writing.

Cause for Gap: Central Academy has an ELL population of approximately 33% which is significant in regard tooverall student population. 22% of this population were at the basic level. Research has shown that it will take 3-10 years for ELL students to learn academic language and become proficient in English.

Multiple measures/sources of data you used to identify this gap in student achievement: Local assessments,MEAP, MME, Ed Performance, Explore and Plan

In the fall of 2006, overall MEAP results for writing show 50% of students performing at or above grade levelwith particularly low scores in the third grade. The fall of 2007 MEAP results show a slight increase with 51%overall at or above grade level and fall 2008 MEAP results showed an increase of 8.5% to 59.5%. This is belowexpectations for students at the academy and below state average. Subgroup data for English Language Learners(ELL)for 2007 shows that 26% were at or above grade level and 2008 results show an increase from 13% to 39%.The ELL subgroup has been identified as needing improvement in writing. Due to state changes on the MEAP,accurate comparative data is not available for 2009. The fall of 2010, grade 4 shows on the MEAP that 33% of thestudents are English Language Learners. This shows why the proficiency level is below 50% for all students. Ingrade 7, the academy has less than 10 students who are considered English Language Learners, so our non-English Language learners scored 51% proficient in writing on the MEAP.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? The Academy uses local writing assessments: MME in 11th, MEAP ingrades 4 and 7, and in grades K-5 writing prompts are administered quarterly and are scored with a district-widerubric.

Contact Name: Jaana Terhune

List of Objectives:

Name ObjectiveIncrease achievement inWriting

All students will increase their overall scores in writing and will improve their use ofwriting conventions across the curriculum.

2.1. Objective: Increase achievement in Writing

Measurable Objective Statement to Support Goal: All students will increase their overall scores in writingand will improve their use of writing conventions across the curriculum.

Central Academy


Central Academy


List of Strategies:Name StrategyWriter'sWorkshop

Classroom teachers in grades K-5 will use the Lucy Calkin's Writer's Workshop model toincrease proficiency in writing. In addition to Lucy Calkin's, the teachers will use Write Sourceprogram (which includes 6+1 Traits) to fill the gaps in the Lucy Calkin's program.

2.1.1. Strategy: Writer's Workshop

Strategy Statement: Classroom teachers in grades K-5 will use the Lucy Calkin's Writer's Workshopmodel to increase proficiency in writing. In addition to Lucy Calkin's, the teachers will use Write Sourceprogram (which includes 6+1 Traits) to fill the gaps in the Lucy Calkin's program.

Selected Target Areas3.4 Designs and uses instructional strategies, innovations, and activities that are research-based andreflective of best practice3.4 Supports instruction that is research-based and reflective of best practice3.6 Allocates and protects instructional time to support student learning3.8 Implements interventions to help students meet expectations for student learning3.8 Supports the implementation of interventions to help students meet expectations for student learning


ANDERSON, C. 2005.AssessingWriters.Portsmouth,NH:Heinemann.

HILLOCKS,G., JR. 1986.Research onWritten Composition:New Directions for Teaching,Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills.

JARNER,D.,M.KOZOL, S.NELSON,&T.SALSBERRY. 2000.Six-TraitWriting Model ImprovesScores at JennieWilson Elementary.Journal of School Improvement (fall/winter).

SHORT,K., J.HARSTE,with C.BURKE. 1996.Creating Classrooms for Authors and Inquirers.2nd ed.Portsmouth,NH:Heinemann.

SPANDEL,V.2001.CreatingWriters Through 6-TraitWriting Assessment and Instruction. 3rded.Boston:AddisonWesley Longman.

List of Activities:Activity Begin Date End Date Staff ResponsibleTechnologyIntegration

2009-09-08

2012-06-30

Technology Instructor, classroom teachers

Writing Activities 2007-01- 2012-06- Classroom Teachers, Academic Coordinator,and

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Central Academy


01 18 administration

2.1.1.1. Activity: Technology Integration

Activity Description: The use of technology will be integrated into the teaching of writing with the useof smart board and classroom computers.

Planned staff responsible for implementing activity: Technology Instructor, classroom teachers





AmountActualAmount

Computers for student use Title I Schoolwide 12,750.00 Smart boards Title I Schoolwide 20,000.00

2.1.1.2. Activity: Writing Activities

Activity Description: Activities to implement the intervention (including professional development)such as:

1. Teachers will teach writing workshops using the 6 + 1 Writing Traits.

2. Teachers will model writing and evaluating quality papers using the 6 rubric.

3. Peer editing and self-editing will be used as a regular part of the writing workshop with the use of the6 traits rubrics.

4. Teachers will attend school sponsored, professional development conferences on Writing workshopsand the use of the 6 traits of writing.

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

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

7. Teachers will design and implement monthly thematic writing tasks using graphic organizers onMEAP reference themes and guidelines.

Central Academy


Central Academy


Planned staff responsible for implementing activity: Classroom Teachers, Academic Coordinator,andadministration





AmountActualAmount

Paraprofessionals Title I Schoolwide 37,000.00 Supplemental writing materials Title I Schoolwide 500.00 Training in the use of 6 Traits for Writing Workshops Title II Part A 4,000.00

Goal 3: Increase achievement in MathContent Area: MathDevelopment Status: Complete

Student Goal Statement: All students will be proficient in mathematics as measured by MEAP or MME.

Gap Statement: English Language Learners (ELLs) in grades 3, 4, 5, 6, are performing on average 36% belownon-English Language Learners in Math as measured by MEAP.

Due to a low number of 7th and 8th grade ELL students there was not enough data for a gap statement.

According to the MME, English Language Learners score 25% lower than non-ELL students. In addition, themale students score 15% higher on average than the female students on the MME.

In grade 6 the gender discrepancy shows 14% of females scoring below their male counterparts. This is no longera trend in 7th and 8th grade.

Cause for Gap: Central Academy has an ELL population of approximately 33% of which 22% are at the basiclevel. Research has shown that it will take 3-10 years for ELL students to learn academic language and becomeproficient in English. Therefore it is true that even though ELLs might have learned mathematical computations intheir native language, they are not able to transfer that knowledge into English until they have reached at leasthigh intermediate or proficient status in (Academic) English proficiency.

Teachers also report that they need more training in how to best instruct English Language Learners in the area ofmathematics.

Central Academy


Central Academy


Multiple measures/sources of data you used to identify this gap in student achievement: Local assessments,MEAP, MME, Ed Performance, Explore and Plan

For example, Fall MEAP 2007 results show that 65% of students are performing at or above grade level. FallMEAP 2008 data shows the Math MEAP scores to be 73% of students are proficient overall, increasing by 8%from 2007. Fall 2009 math MEAP scores show that 75% of the students are proficient. This is an increase of 2%over 2008. Fall MEAP 2010 scores show 83% are proficient. This is an increase 8% over 2009.

****** On the MME and Plan and Explore tests in 2007, students average composite score is 14. The averagecomposite score increased to 16 in 2008. After analyzing our math data extensively, we also see that our EnglishLanguage Learners need to improve in Math.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? ELL students will increase achievement in Mathematics so that theachievement gap between ELL and non-ELL students will be closed by 10% yearly.

Female students will increase achievement in Mathematics so that the achievement gap between female and malestudents will be closed by 4% yearly in grade 6. This will be monitored by district assessments.

Contact Name: Shawn Robson

List of Objectives:

Name ObjectiveClose the gender gap inmathematics

Female students will increase achievement in Mathematics so that the achievementgap between female and male students will be closed by 4% yearly in grade 6.

Improved Math Achievementfor ELL Students

All English Language Learners will improve their achievement in Math by 10%yearly as measured by the MEAP and MME.

3.1. Objective: Close the gender gap in mathematics

Measurable Objective Statement to Support Goal: Female students will increase achievement inMathematics so that the achievement gap between female and male students will be closed by 4% yearly ingrade 6.

List of Strategies:Name StrategyMathIntegration

Teachers and paraprofessionals will integrate an online educational program called Study Islandin the classroom to supplement curriculum in math integration.

Central Academy


Central Academy


3.1.1. Strategy: Math Integration

Strategy Statement: Teachers and paraprofessionals will integrate an online educational program calledStudy Island in the classroom to supplement curriculum in math integration.

Selected Target Areas3.8 Implements interventions to help students meet expectations for student learning3.8 Supports the implementation of interventions to help students meet expectations for student learning4.1 Establishes performance measures for student learning that yield information that is reliable, valid, andbias free4.2 Develops and implements a comprehensive assessment system for assessing progress toward meetingthe expectations for student learning4.3 Uses student assessment data for making decisions for continuous improvement of teaching andlearning processes4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results toimprove student performance4.6 Demonstrates verifiable growth in student performance that is supported by multiple sources ofevidence5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation,ability, knowledge, and experience)5.4 Ensures that staff are sufficient in number to meet the vision and purpose of the school system and tomeet federal and state law and regulations, if applicable


Baker, S., Gersten, R., & Lee, D. S. (2002). A synthesis of empirical research on teaching mathematics tolow-achieving students. The Elementary School Journal, 103

Jones, K. (2003). Using the internet in the teaching and learning of mathematics: A research bibliography.Micromath.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-basedstrategies for increasing student achievement. Alexandria, VA: Association for Supervision and CurriculumDevelopment



MathIntegration

2010-09-20

2012-06-18

Classroom Teachers, Administration, Academic Coordinator andparaprofessionals

3.1.1.1. Activity: Math Integration

Central Academy


Central Academy


Activity Description: 1. Teachers will integrate the use of technology with math instruction.

2. Teachers will actively point out the connections between the current lesson and previous lessons.

3. Teachers will use hands on activities and manipulatives including but not limited to calculators tosolve math calculations and manipulate numbers.

4. Teachers will integrate Study Island with the curriculum.

5. Teachers will create intervention plans based on student needs. These interventions will take place fora full hour during the week. Students will be grouped by level abilities.

6. Teachers use "Math Companion" as a tool to supplement material that is not covered in EverydayMathematics.

7. Students who fail to meet math standards participate in an online credit recovery program calledE2020.

Planned staff responsible for implementing activity: Classroom Teachers, Administration, AcademicCoordinator and paraprofessionals

Actual staff responsible for implementing activity: Academic Coordinators




AmountActualAmount

Interactive math materials, paraprofessionals Title I Schoolwide 23,500.00 Preschool Program materials and staff Section 31 a 5,000.00

3.2. Objective: Improved Math Achievement for ELL Students

Measurable Objective Statement to Support Goal: All English Language Learners will improve theirachievement in Math by 10% yearly as measured by the MEAP and MME.

List of Strategies:Name StrategyTechnologyIntegration withMathematics

Teachers and paraprofessionals will integrate technology into instruction, using a varietyof high interest activities in mathematics, so that students improve their ability toproblem solve. Teachers will utilize Interactive White Boards in their daily lessons to

Central Academy


Central Academy


enhance mathematical comprehension.Using hands on mathmanipulatives

Teachers will use hands-on manipulatives to demonstrate the broad concepts beforeasking students to use paper and pencil to demonstrate understanding.

3.2.1. Strategy: Technology Integration with Mathematics

Strategy Statement: Teachers and paraprofessionals will integrate technology into instruction, using avariety of high interest activities in mathematics, so that students improve their ability to problem solve.Teachers will utilize Interactive White Boards in their daily lessons to enhance mathematicalcomprehension.

Selected Target Areas3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment toequity, and demonstrates an appreciation of diversity3.8 Supports the implementation of interventions to help students meet expectations for student learning4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results toimprove student performance4.4 Provides a system of communication which uses a variety of methods to report student performance andsystem effectiveness to all stakeholders7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement


Research supporting this strategy/intervention:Jitendra, Asha K.; Xin, Yan Ping, (1997), Mathematical word-problem-solving instruction for students withmild disabilities and students at risk for math failure: a research synthesis, The Journal of Special Educationv. 30

Wall,K; Higgins, S; Smith, H. (2005). 'The visual helps me understand the complicated things': pupil viewsof teaching and learning with interactivewhiteboards. British Journal of Educational Technology V. 36 (5): 851?867.


DateEndDate

Staff Responsible

Hands on mathmanipulatives

2007-09-01

2012-06-18

Classroom Teachers, Administrators, Academic Coordinator,Technology Instructors, and paraprofessionals.

Online CreditRecovery

2009-06-01

2012-06-30

Classroom Teachers

Central Academy


Central Academy


3.2.1.1. Activity: Hands on math manipulatives

Activity Description: Teachers will use authentic hands-on manipulatives.

Teachers will integrate the use of technology with word problems and math skill practice into their dailylessons. Teachers will incorporate math in all content areas.

Teachers will actively model and teach the use of calculators to solve math problems. This includes theuse of projection systems.

Teachers will help students make connections to prior learning from earlier grades and units.

Planned staff responsible for implementing activity: Classroom Teachers, Administrators, AcademicCoordinator, Technology Instructors, and paraprofessionals.





AmountActualAmount

Computers, Elmos and Smart Boards Title I Schoolwide 16,250.00 Interactive math materials Title I Schoolwide 4,860.00 Technology Paraprofessional/Instructor Title I Schoolwide 16,000.00

3.2.1.2. Activity: Online Credit Recovery

Activity Description: Teachers will use an intensive online credit recovery program for students whoare not meeting the benchmarks and standards.

Planned staff responsible for implementing activity: Classroom Teachers




Central Academy


Central Academy



AmountActualAmount

Online Credit Recovery program, computers Title I Schoolwide 14,500.00

3.2.2. Strategy: Using hands on math manipulatives

Strategy Statement: Teachers will use hands-on manipulatives to demonstrate the broad concepts beforeasking students to use paper and pencil to demonstrate understanding.

Selected Target Areas3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment toequity, and demonstrates an appreciation of diversity5.10 Provides appropriate support for students with special needs5.10 Provides technology infrastructure and equipment that is up-to-date and sufficient to accomplish thesystem's goals5.9 Implements processes and plans for maintaining and improving sites, facilities, and equipment


Moyer, P. S., & Jones, M. G. (2004). Controlling choice: Teachers, students, and manipulatives inmathematics classrooms. School Science and Mathematics, 104, 16-31.

Fuson, K. C., & Briars, D. J. (1990). Using a base-ten blocks learning/teaching approach for the first andsecond grade place-value and multidigit addition and subtraction. Journal for Research in MathematicsEducation, 21, 180-206.

Crawford, C., & Brown, E. (2003). Integrating Internet-based mathematical manipulatives within a learningenvironment. Journal of Computers in Mathematics and Science Teaching, 22, 169-180.



Hands-onpractice

2009-09-08

2011-06-30

Classroom teachers, Title I paraprofessionals, Special Educationteachers and ELL teachers.

3.2.2.1. Activity: Hands-on practice

Activity Description: Teachers will use hands-on manipulatives to enhance instruction and enable ELL

Central Academy


Central Academy


students to understand the math concepts with use of academic language.

Planned staff responsible for implementing activity: Classroom teachers, Title I paraprofessionals,Special Education teachers and ELL teachers.

Actual staff responsible for implementing activity: Classroom Teacher




AmountActualAmount

Hands-on manipulatives Title I Schoolwide 0.00 0.00

Goal 4: Increased Achievement in ScienceContent Area: ScienceDevelopment Status: Complete

Student Goal Statement: All students will be proficient in science as measured by MEAP and MME by June2012.

Gap Statement: 20% of English Language Learners in grade 5 are proficient in science as measured by the 2010MEAP. 83% of Non English Language Learners in grade 5 scored proficient as measured by the 2010 MEAP.This is a 63% gap between ELL and non-ELL students in grade 5 proficiency levels on the 2010 MEAP.

In the grade 6 MEAP, females were 58% proficient on the science assessment while males scored at 73%proficient. This accounts for a 15% gap in between genders.

Cause for Gap: Central Academy has an ELL population of approximately 33%. Research has shown that it takesanywhere from 3-10 years for an ELL student to learn academic language and be proficient in English. This isespecially true in science because of the advanced and scientific language used in Science curriculum. Teachersreport that they need additional and continued support to help these students achieve.

In addition, through parent surveys we have found that many parents feel they need more support from the schoolso they can help their children at home. 33% of parents indicated they need additional support from the school.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP, MME,PLAN and EXPLORE

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Increase achievement on all Science assessments by 5% yearly to eventuallyclose the gap between ELL and non-ELL students and also the gender gap. Central Academy uses localassessments (all grades), MEAP (5th and 8th grade), MME (11th grade), PLAN (10th grade) and EXPLORE (9thgrade) and classroom observations (all grades) to monitor progress of all students.

Central Academy


Central Academy


Contact Name: Michelle Smith

List of Objectives:

Name ObjectiveImprovement of ScientificKnowledge for ELL

By June 2012, the ELL subgroup will increase their overall science scores by5% as measured on the MEAP and MME.

Middle and High SchoolAchievement in Science

By June of 2012, Middle and High School students will increase theirproficiency by 10% based on MEAP and MME.

4.1. Objective: Improvement of Scientific Knowledge for ELL

Measurable Objective Statement to Support Goal: By June 2012, the ELL subgroup will increase theiroverall science scores by 5% as measured on the MEAP and MME.

List of Strategies:Name StrategyFocus onScientificVocabulary

Teachers and paraprofessionals will focus on academic language and the use of scientificvocabulary development strategies during small group instruction and individual work.Teachers and paraprofessionals will integrate scientific knowledge into everyday situationswith strategies to solve problems and find answers during scientific inquiry activities. Teacherswill integrate the science process skills while teaching Life Science, Earth Science, andPhysical Science.

4.1.1. Strategy: Focus on Scientific Vocabulary

Strategy Statement: Teachers and paraprofessionals will focus on academic language and the use ofscientific vocabulary development strategies during small group instruction and individual work.

Teachers and paraprofessionals will integrate scientific knowledge into everyday situations with strategiesto solve problems and find answers during scientific inquiry activities.

Teachers will integrate the science process skills while teaching Life Science, Earth Science, and PhysicalScience.

Central Academy


Central Academy


Selected Target Areas3.1 Develops and implements curriculum based on clearly defined expectations for student learning3.1 Develops, articulates, and coordinates curriculum based on clearly- defined expectations for studentlearning, including essential knowledge and skills3.10 Provides comprehensive information and media services that support the curricular and instructionalprograms3.10 Ensures that curriculum is reviewed and revised at regular intervals3.11 Ensures that all students and staff members have regular and ready access to instructional technologyand a comprehensive materials collection that supports the curricular and instructional program3.11 Coordinates and ensures ready access to instructional technology, information and media services, andmaterials needed for effective instruction3.2 Promotes active involvement of students in the learning process, including opportunities for them toexplore application of higher-order thinking skills and investigate new approaches to applying theirlearning3.2 Establishes expectations and supports student engagement in the learning process, includingopportunities for students to explore application of higher order thinking skills and investigate newapproaches to applying their learning3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices3.3 Ensures that system-wide curricular and instructional decisions are based on data and research at alllevels3.4 Designs and uses instructional strategies, innovations, and activities that are research-based andreflective of best practice3.4 Supports instruction that is research-based and reflective of best practice3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, anddemonstrates an appreciation of diversity3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment toequity, and demonstrates an appreciation of diversity3.6 Allocates and protects instructional time to support student learning3.6 Allocates and protects instructional time to support student learning3.7 Provides for articulation and alignment between and among all levels of schools3.7 Maintains articulation among and between all levels of schooling to monitor student performance andensure readiness for future schooling or employment3.8 Implements interventions to help students meet expectations for student learning3.8 Supports the implementation of interventions to help students meet expectations for student learning3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning3.9 Maintains a system-wide climate that supports student learning4.1 Establishes performance measures for student learning that yield information that is reliable, valid, andbias free4.1 Establishes and implements a comprehensive assessment system, aligned with the system's expectationsfor student learning, that yields information which is reliable, valid, and bias free4.2 Develops and implements a comprehensive assessment system for assessing progress toward meetingthe expectations for student learning4.2 Ensures that student assessment data are used to make decisions for continuous improvement ofteaching and learning


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

Central Academy


Central Academy


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

Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduot, J., Santillo, S., & Killings, S. (1998). Longitudinal effectsof parent involvement on high school grades: Similarities and differences across gender and ethnic groups.Journal of School Psychology, 36, 335?363.

Herman, J. L, & Baker, E. L. (2005). Making benchmark testing work. Educational Leadership, 63(3),48?55.

Mayer, R. E. (1983). Can you repeat that? Qualitative effects of repetition and advance organizers onlearning from science prose. Journal of Educational Psychology, 75, 40?49. Found at www.studyisland.com



Academic Language inScience

2007-09-01

2012-06-18

Classroom Teacher, Academic Coordinator, ELL teacherand Administration.

SIOP ProfessionalDevelopment

2009-09-08

2012-06-30

Classroom teachers, SIOP coach, ELL Teacher andAdministration.

4.1.1.1. Activity: Academic Language in Science

Activity Description: 1. Students will complete vocabulary practice activities each week based on theScience Processes, Physical Science, Life Science, and Earth Science.

2. Teachers will have students complete hands-on activities where they must write and orally discussusing academic science vocabulary in Physical Science, Life Science, and Earth Science.

3. Teachers will discuss, teach, use and model the correct usage of scientific language throughout allactivities and lessons in science.

4. Teachers will implement Study Island as a supplement to their everyday curriculum.

Planned staff responsible for implementing activity: Classroom Teacher, Academic Coordinator, ELLteacher and Administration.

Actual staff responsible for implementing activity: Classroom Teacher and ELL Teacher.



Central Academy


Central Academy



AmountActualAmount

Paraprofessionals, ESL teachers Title I Schoolwide 26,000.00

4.1.1.2. Activity: SIOP Professional Development


Activity Description: Teachers will attend trainings and workshops by SIOP trained professionals onimplementing and using SIOP in their classroom to help reach all students, in particular ELL students toincrease their knowledge and academic language in science.

Planned staff responsible for implementing activity: Classroom teachers, SIOP coach, ELL Teacherand Administration.

Actual staff responsible for implementing activity: Classroom teacher and ELL teacher.




AmountActualAmount

SIOP Coach Title I Schoolwide 5,000.00

4.2. Objective: Middle and High School Achievement in Science

Measurable Objective Statement to Support Goal: By June of 2012, Middle and High School students willincrease their proficiency by 10% based on MEAP and MME.

List of Strategies:Name StrategyIntegration ofTechnology inScience

Teachers will use an intensive online credit recovery program during the school day andout of school time, with middle and high school students who are struggling to meetstate standards in science.

Central Academy


Central Academy


4.2.1. Strategy: Integration of Technology in Science

Strategy Statement: Teachers will use an intensive online credit recovery program during the school dayand out of school time, with middle and high school students who are struggling to meet state standards inscience.

Selected Target Areas3.1 Develops and implements curriculum based on clearly defined expectations for student learning3.2 Promotes active involvement of students in the learning process, including opportunities for them toexplore application of higher-order thinking skills and investigate new approaches to applying theirlearning4.2 Develops and implements a comprehensive assessment system for assessing progress toward meetingthe expectations for student learning4.3 Uses student assessment data for making decisions for continuous improvement of teaching andlearning processes


Palincsar, Annemarie Sullivan. ; Collins, Kathleen M. ; Marano, Nancy L. , (2000), Investigating theengagement and learning of students with learning disabilities in guided science inquiry teaching,Language, Speech, and Hearing Services in Schools v. 31 no3



Science CreditRecovery

2008-09-01

2012-06-18

Classroom Teachers, Academic Coordinator andAdministration

Use of Technology 2009-09-08

2012-06-30

Classroom teachers, paraprofessionals, and AcademicCoordinators

4.2.1.1. Activity: Science Credit Recovery

Activity Description: 1. Teacher will ensure the sucess of each student in the Science Credit RecoveryProgram

Planned staff responsible for implementing activity: Classroom Teachers, Academic Coordinator andAdministration

Actual staff responsible for implementing activity: Classroom Teacher


Central Academy


Central Academy




AmountActualAmount

Online Credit Recovery Program, computers Title I Schoolwide 13,600.00

4.2.1.2. Activity: Use of Technology

Activity Description: Teachers will use interactive technology to engage all learners in scienceactivities.

Planned staff responsible for implementing activity: Classroom teachers, paraprofessionals, andAcademic Coordinators

Actual staff responsible for implementing activity: Classroom teachers




AmountActualAmount

United Streaming, Smart Boards, Projection systems, camcorders Title I Schoolwide 29,800.00

Goal 5: Increased Achievement in Social StudiesContent Area: Social StudiesDevelopment Status: Complete

Student Goal Statement: All students will be proficient in social studies as measured by MEAP and MME byJune 2012.

Gap Statement: English Language Learners in grade 6 are performing 53% below non-English LanguageLearners in social studies as measured by MEAP. The number of ELL students in grade 9 is not sufficient to givethe Academy additional data. With regards to gender, females score 15% lower than males in grade 6, but in grade9 females score 27% lower than males in social studies as measured by the MEAP.On the MME, the Academy does not have enough male and female students taking the test to get demographicdata regarding gender. However, 60% of the ELL students are scoring proficient. This is still 40% below non-ELLstudents.

Cause for Gap: Central Academy has an ELL population of approximately 33%. Research has shown that it willtake 3-10 years for ELL students to learn academic language and become proficient in English.

Central Academy


Central Academy


Newly arrived ELL students do not necessarily have the background in United States history to perform well inthe MEAP or MME. Therefore, they will need additional time to build their knowledge base of America andAmerican history.

Teachers also report that they need more training in how to work with English Language Learners.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP, MME/ACT,PLAN and EXPLORE.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Students will show a 5% improvement in social studies overall as measuredby MEAP/MME. Progress will be monitored through classroom observation, local assessments, MEAP andMME.

Contact Name: Shannon Smith

List of Objectives:

Name ObjectiveIncreased Achievement in SocialStudies in Elementary

All students will improve their understanding of social studies in theelementary by 10% yearly as measured by MEAP.

Middle and High SchoolAchievement in Social Studies

All Middle School and High School students will improve their understandingof Social Studies by 10% yearly as measured by MEAP and MME.

5.1. Objective: Increased Achievement in Social Studies inElementary

Measurable Objective Statement to Support Goal: All students will improve their understanding of socialstudies in the elementary by 10% yearly as measured by MEAP.

List of Strategies:Name StrategyDevelopment of GlobalPerspective

Students will increase their understanding of the world from a global perspective.

Increased VocabularyDevelopment in SocialStudies

Students will increase their overall academic vocabulary proficiency in the socialstudies content area, as well as general social language development.


Teachers will use technology in a variety of ways to increase student engagement inlearning including increasing the ability to do research and use online resources inthe classroom.

SIOP Training andDevelopment

SIOP (Sheltered Instructional Operational Protocol)in content areas is implementedin various levels. All teachers make content and language objectives accessible for

Central Academy


Central Academy


students, designate and teach academic language, and correlate all lessons to statestandards.

5.1.1. Strategy: Development of Global Perspective

Strategy Statement: Students will increase their understanding of the world from a global perspective.

Selected Target Areas1.4 Develops and continuously maintains a profile of the school, its students, and the community1.5 Ensures that the school's vision and purpose guide the teaching and learning process2.5 Fosters a learning community3.1 Develops and implements curriculum based on clearly defined expectations for student learning


Collins, H. Thomas, Frederick R. Czarra, and Andrew F. Smith, "Guidelines for Global and InternationalStudies Education."

Education in Global Education - The Development Of Global Perspective In U.s. Education



Map SkillDevelopment

2011-01-01

2012-01-01

Classroom teachers

Multicultural DayActivity

2010-09-30

2012-06-15

Classroom Teachers, Elective and Support Professionals, andAdministration

5.1.1.1. Activity: Map Skill Development

Activity Description: Teachers will implement the use of more structured and specifc map-based skillswithin the social studies content area.

Planned staff responsible for implementing activity: Classroom teachers



Central Academy


Central Academy


http://science.jrank.org/pages/9083/Education-in-Global-Education-Development-Global-Perspective-in-U-S-Education.html



AmountActualAmount

Map Resources Other

5.1.1.2. Activity: Multicultural Day Activity

Activity Description: Students will participate in the research and development of a presentation basedon the culture of a group outside of their own. This activity will be broad and support the students'understanding of the global community.

Planned staff responsible for implementing activity: Classroom Teachers, Elective and SupportProfessionals, and Administration

Actual staff responsible for implementing activity: Classroom Teachers, Elective and SupportProfessionals, and Administration




AmountActualAmount

Project Materials General Funds

5.1.2. Strategy: Increased Vocabulary Development in Social Studies

Strategy Statement: Students will increase their overall academic vocabulary proficiency in the socialstudies content area, as well as general social language development.



Review of Scientifically Based Research on How Classroom Magazines Improve Student ReadingLesley Mandel Morrow, Ph.D., Professor and Chair of the Department of Learning and Teaching at RutgersUniversity?s Grade School of Education

Central Academy


Central Academy


List of Activities:Activity Begin Date End Date Staff ResponsibleScholastic News Magazine Activity 2010-09-15 2012-06-15 Classroom Teachers

5.1.2.1. Activity: Scholastic News Magazine Activity

Activity Description: Students will engage in reading and discussion of the articles in the ScholasticNews Classroom Magazine. Throughout this activity, the classroom teacher will encourage thediscussion of key aspects of the article and the development of vocabulary.

Planned staff responsible for implementing activity: Classroom Teachers





AmountActualAmount

Scholastic News Classroom Magazine General Funds


Strategy Statement: Teachers will use technology in a variety of ways to increase student engagement inlearning including increasing the ability to do research and use online resources in the classroom.

Selected Target Areas3.2 Establishes expectations and supports student engagement in the learning process, includingopportunities for students to explore application of higher order thinking skills and investigate newapproaches to applying their learning3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices3.6 Allocates and protects instructional time to support student learning3.8 Implements interventions to help students meet expectations for student learning5.10 Provides appropriate support for students with special needs


Central Academy


Central Academy


"Charts, Tables, Graphs, and Diagrams: An Approach for Social Studies Teachers" The Social Studies(Washington D.C.)

"Understand Our Changing World Through Mapping and GeoTechnologies" Joseph J. Kerski

Stennett, R. G. (1985). Computer-assisted instruction: A review of the reviews. London: The Board ofEducation for the City of London. (ERIC Document Reproduction Service No. ED 260 687).

List of Activities:Activity Begin Date End Date Staff ResponsibleTechnology Intergration 2008-09-01 2012-06-18 Teachers, Paraprofessionals and Technology Specialist

5.1.3.1. Activity: Technology Intergration

Activity Description: Teachers will use Smart Boards, projection systems, and classroom computers toengage students in the use of technology for research and exploration of social studies concepts.

Planned staff responsible for implementing activity: Teachers, Paraprofessionals and TechnologySpecialist

Actual staff responsible for implementing activity: Teachers, Paraprofessionals and TechnologySpecialist




AmountActualAmount

Classroom computers, smart boards, projectors USAC - Technology Hands on Interactive geography materials Title I Schoolwide

5.1.4. Strategy: SIOP Training and Development

Strategy Statement: SIOP (Sheltered Instructional Operational Protocol)in content areas is implemented invarious levels. All teachers make content and language objectives accessible for students, designate andteach academic language, and correlate all lessons to state standards.

Central Academy


Central Academy


Selected Target Areas1.5 Ensures that the school's vision and purpose guide the teaching and learning process1.6 Reviews its vision and purpose systematically and revises them when appropriate2.5 Fosters a learning community2.6 Provides teachers and students opportunities to lead


The SIOP is a research-based observation instrument that has been shown to be a valid and reliable measureof sheltered instruction (Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001). The SIOP is also usedas a model for lesson planning and implementation of high quality sheltered instruction. All features of theSIOP model are aligned with current research on instruction for ELs (see www.siopinstitute.net). In a studyexamining the effects of the SIOP Model on student achievement, students whose teachers implemented theSIOP model to a high degree in middle school classes outperformed those students in sheltered classeswhose teachers were unfamiliar with the model.

List of Activities:Activity Begin Date End Date Staff ResponsibleSIOP Training 2009-09-15 2012-07-01 Administration and SIOP team leaders

5.1.4.1. Activity: SIOP Training


Activity Description: Classroom teachers will receive ongoing training and support relating to the useof SIOP within the classroom.

Planned staff responsible for implementing activity: Administration and SIOP team leaders





AmountActualAmount

Professional Development Activities General Funds Program Materials General Funds

Central Academy


Central Academy


5.2. Objective: Middle and High School Achievement in SocialStudies

Measurable Objective Statement to Support Goal: All Middle School and High School students willimprove their understanding of Social Studies by 10% yearly as measured by MEAP and MME.

List of Strategies:Name StrategyDevelopment ofGlobal Perspective

Students will increase their understanding of the world from a global perspective.

IncreasedVocabularyDevelopment inSocial Studies

Students will increase their overall academic vocabulary proficiency in the social studiescontent area, as well as general social language development.


Teachers will use technology in a variety of ways to increase student engagement inlearning including increasing the ability to do research and use online resources in theclassroom.

Online Social StudiesProgram

Teachers will use an intensive online study program on a regular basis with middle/highschool students who are struggling to meet state benchmarks and standards in SocialStudies.

SIOP Inclusion Classroom teachers will receive ongoing training and support relating to the use of SIOPwithin the classroom. SIOP (Sheltered Instructional Operational Protocol)in contentareas is implemented in various levels. All teachers make content and languageobjectives accessible for students, designate and teach academic language, and correlateall lessons to state standards.

5.2.1. Strategy: Development of Global Perspective

Strategy Statement: Students will increase their understanding of the world from a global perspective.

Selected Target Areas2.5 Fosters a learning community3.1 Develops and implements curriculum based on clearly defined expectations for student learning3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, anddemonstrates an appreciation of diversity3.7 Provides for articulation and alignment between and among all levels of schools


Central Academy


Central Academy


Collins, H. Thomas, Frederick R. Czarra, and Andrew F. Smith, "Guidelines for Global and InternationalStudies Education."

Education in Global Education - The Development Of Global Perspective In U.s. Education



Map SkillDevelopment

2011-01-01

2012-06-15

Classroom teachers

Multicultural DayActivity

2010-09-30

2012-06-15

Classroom teachers, Elective and Support Professionals, andAdministration

5.2.1.1. Activity: Map Skill Development

Activity Description: Teachers will implement the use of more structured and specifc map-based skillswithin the Social Studies content area.






AmountActualAmount

Map Resources Other

5.2.1.2. Activity: Multicultural Day Activity

Activity Description: Students will participate in the research and development of a presentation basedon the culture of a group outside of their own. This activity will be broad reaching and support thestudents' understanding of the global community.

Planned staff responsible for implementing activity: Classroom teachers, Elective and SupportProfessionals, and Administration


Central Academy


Central Academy


http://science.jrank.org/pages/9083/Education-in-Global-Education-Development-Global-Perspective-in-U-S-Education.html




AmountActualAmount

Project Materials General Funds

5.2.2. Strategy: Increased Vocabulary Development in Social Studies

Strategy Statement: Students will increase their overall academic vocabulary proficiency in the socialstudies content area, as well as general social language development.



Review of Scientifically Based Research on How Classroom Magazines Improve Student ReadingLesley Mandel Morrow, Ph.D., Professor and Chair of the Department of Learning and Teaching at RutgersUniversity?s Grade School of Education

List of Activities:Activity Begin Date End Date Staff ResponsibleScholastic News Magazine Activity 2010-09-15 2012-06-15 Classroom teachers

5.2.2.1. Activity: Scholastic News Magazine Activity

Activity Description: Students will engage in reading and discussion of the articles in the ScholasticNews Classroom Magazine. Throughout this activity the classroom teacher will encourage the discussionof key aspects of the article and the development of vocabulary.




Central Academy


Central Academy




AmountActualAmount

Scholastic News Classroom Magazine General Funds


Strategy Statement: Teachers will use technology in a variety of ways to increase student engagement inlearning including increasing the ability to do research and use online resources in the classroom.

Selected Target Areas3.2 Promotes active involvement of students in the learning process, including opportunities for them toexplore application of higher-order thinking skills and investigate new approaches to applying theirlearning3.2 Establishes expectations and supports student engagement in the learning process, includingopportunities for students to explore application of higher order thinking skills and investigate newapproaches to applying their learning3.4 Supports instruction that is research-based and reflective of best practice3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, anddemonstrates an appreciation of diversity


"Charts, Tables, Graphs, and Diagrams: An Approach for Social Studies Teachers" The Social Studies(Washington D.C.)

"Understand Our Changing World Through Mapping and GeoTechnologies" Joseph J. Kerski

Stennett, R. G. (1985). Computer-assisted instruction: A review of the reviews. London: The Board ofEducation for the City of London. (ERIC Document Reproduction Service No. ED 260 687).



Technology Integration in SocialStudies

2009-09-08

2012-06-30

Teachers, Paraprofessionals and TechnologySpecialist

Central Academy


Central Academy


5.2.3.1. Activity: Technology Integration in Social Studies

Activity Description: Teachers will use Smart Boards, projection systems, and classroom computers toengage students in the use of technology for research and exploration of social studies concepts.

Planned staff responsible for implementing activity: Teachers, Paraprofessionals and TechnologySpecialist

Actual staff responsible for implementing activity: Teachers, Paraprofessionals and TechnologySpecialist




AmountActualAmount

Classroom computers, smart boards, projectors Title I Schoolwide 16,800.00

5.2.4. Strategy: Online Social Studies Program

Strategy Statement: Teachers will use an intensive online study program on a regular basis withmiddle/high school students who are struggling to meet state benchmarks and standards in Social Studies.

Selected Target Areas3.11 Ensures that all students and staff members have regular and ready access to instructional technologyand a comprehensive materials collection that supports the curricular and instructional program3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment toequity, and demonstrates an appreciation of diversity3.6 Allocates and protects instructional time to support student learning


Zahorik, J. A. (1996). Elementary and secondary teachers? reports of how they make learning interesting.The Elementary School Journal, 96, 551?565.

Klinger, J., Vaughn, S., & Schumm, J. (1998). Collaborative strategic reading during social studies inheterogeneous fourth-grade classrooms. The Elementary School Journal, 99, 3?22.

Kulik, C. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis.Computers in Human Behavior, 7, 75?94.

http://www.studyisland.com/salessheets/MI_Statewide_Research.pdf

Central Academy


Central Academy




Online Social StudiesProgram

2008-09-01

2012-06-18

Classroom Teacher, Academic Coordinator, andAdministration

5.2.4.1. Activity: Online Social Studies Program

Activity Description: 1. Teachers will use an online study program called Study Island to help supportstruggling students meet required benchmarks.

Planned staff responsible for implementing activity: Classroom Teacher, Academic Coordinator, andAdministration

Actual staff responsible for implementing activity: Classroom Teacher, Academic Coordinator, andAdministration




AmountActualAmount

Online study program, computers Title I Schoolwide 13,100.00

5.2.5. Strategy: SIOP Inclusion

Strategy Statement: Classroom teachers will receive ongoing training and support relating to the use ofSIOP within the classroom.

SIOP (Sheltered Instructional Operational Protocol)in content areas is implemented in various levels. Allteachers make content and language objectives accessible for students, designate and teach academiclanguage, and correlate all lessons to state standards.

Selected Target Areas7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school ispursuing (Vision); maintains a rich and current description of students, their performance, schooleffectiveness, and the school community (Profile); employs goals and interventions to improve studentperformance (Plan); and documents and uses the results to inform what happens next (Results)

Central Academy


Central Academy


7.4 Provides professional development for school personnel to help them implement improvementinterventions to achieve improvement goals7.4 Ensures that each school's plan for continuous improvement includes a focus on increasing learning forall students and closing gaps between current and expected student performance levels7.5 Provides research-based professional development for system and school personnel to help themachieve improvement goals


The SIOP is a research-based observation instrument that has been shown to be a valid and reliable measureof sheltered instruction (Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001). The SIOP is also usedas a model for lesson planning and implementation of high quality sheltered instruction. All features of theSIOP model are aligned with current research on instruction for ELs (see www.siopinstitute.net). In a studyexamining the effects of the SIOP Model on student achievement, students whose teachers implemented theSIOP model to a high degree in middle school classes outperformed those students in sheltered classeswhose teachers were unfamiliar with the model.

List of Activities:Activity Begin Date End Date Staff ResponsibleSIOP Training 2009-09-01 2012-07-01 Administration and SIOP team leaders

5.2.5.1. Activity: SIOP Training


Activity Description: Classroom teachers will receive ongoing training and support relating to the useof SIOP within the classroom.

Planned staff responsible for implementing activity: Administration and SIOP team leaders

Actual staff responsible for implementing activity: Administration and SIOP team leaders




AmountActualAmount

Professional Development Activites Title II Part A 0.00 0.00Program Materials Title I Part A 0.00 0.00

Central Academy


Central Academy


Goal 6: ELL's English Language ProficiencyContent Area: OtherDevelopment Status: Complete

Student Goal Statement: All ESL students will be proficient in all core subject areas including ELA, Math,Social Studies and Science.

Gap Statement: Due to being English Language Learners, the students' academic vocabulary is significantlybelow grade level, therefore making them not proficient in English.

Cause for Gap: Research has shown that it takes 3-10 years for English Language Learners to become proficientin academic English.

Multiple measures/sources of data you used to identify this gap in student achievement: ELPA (EnglishLanguage Proficiency Assessment), MEAP, Ed-Performance, MME and DRA.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? ELPA (English Language Proficiency Assessment), MEAP, Ed-Performance,MME and DRA. For grades 8-10 the Academy uses EXPLORE and PLAN test. In grades K-1 the Academy willalso use NWEA. In addition, the Academy will use local assessments and teacher observations.

Contact Name: Jaana Terhune

List of Objectives:

Name ObjectiveELLProficiency

Overall, ELL students will increase achievement in all content areas by 10% as measured by theMEAP, MME and ELPA.

6.1. Objective: ELL Proficiency

Measurable Objective Statement to Support Goal: Overall, ELL students will increase achievement in allcontent areas by 10% as measured by the MEAP, MME and ELPA.

List of Strategies:Name StrategyRosetta StoneOnline LanguageLearning Program

The Rosetta Stone program will be used to support students' language development bothin the classroom and at home.

SIOP SIOP (Sheltered Instructional Operational Protocol)in content areas will be implemented

Central Academy


Central Academy


in all areas of teaching and learning. All teachers will make content and languageobjectives accessible for students, designate and teach academic language, and correlateall lessons to state standards.

6.1.1. Strategy: Rosetta Stone Online Language Learning Program

Strategy Statement: The Rosetta Stone program will be used to support students' language developmentboth in the classroom and at home.

Selected Target Areas2.8 Controls curricular and extracurricular activities that are sponsored by the school3.10 Provides comprehensive information and media services that support the curricular and instructionalprograms3.11 Ensures that all students and staff members have regular and ready access to instructional technologyand a comprehensive materials collection that supports the curricular and instructional program3.2 Promotes active involvement of students in the learning process, including opportunities for them toexplore application of higher-order thinking skills and investigate new approaches to applying theirlearning


Measuring the Effectiveness of Rosetta Stone | Queens College, City University of New York Graff, M.M.(2006). A study of Rosetta Stone?s effectiveness on improving English pronunciation. Master of ArtsThesis. California State University Dominguez Hills, CA. Rosetta Stone Evaluation Report; Rockman Et Al



Rosetta Stone Online Language LearningActivity

2010-08-01

2012-06-15

ELL Coordinator and classroomteachers

6.1.1.1. Activity: Rosetta Stone Online Language Learning Activity

Activity Description: Students will use the online Rosetta Stone Language learning program tosupplement the classroom language development.The Rosetta Stone program helps students to practice all four of the language domains: listening,speaking, reading and writing.

Planned staff responsible for implementing activity: ELL Coordinator and classroom teachers

Central Academy


Central Academy


Actual staff responsible for implementing activity: ELL Teacher




AmountActualAmount

Rosetta Stone Online Program Title III

6.1.2. Strategy: SIOP

Strategy Statement: SIOP (Sheltered Instructional Operational Protocol)in content areas will beimplemented in all areas of teaching and learning. All teachers will make content and language objectivesaccessible for students, designate and teach academic language, and correlate all lessons to state standards.

Selected Target Areas5.3 Establishes and implements a process to design, evaluate, and improve professional development andensures participation by all faculty and staff6.2 Uses system-wide strategies to listen to and communicate with stakeholders6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders7.4 Provides professional development for school personnel to help them implement improvementinterventions to achieve improvement goals7.5 Provides research-based professional development for system and school personnel to help themachieve improvement goals7.7 Evaluates and documents the effectiveness and impact of its continuous process of improvement


SIOP is a research-based observation instrument that has been shown to be a valid and reliable measure ofsheltered instruction (Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001). SIOP is also used as amodel for lesson planning and implementation of high quality sheltered instruction. All features of the SIOPmodel are aligned with current research on instruction for ELLs (see www.siopinstitute.net).

In a study examining the effects of the SIOP model on student achievement, students whose teachersimplemented the SIOP model to a high degree in middle school classes outperformed those students insheltered classes whose teachers were unfamiliar with the model.

Central Academy


Central Academy


List of Activities:Activity Begin Date End Date Staff ResponsibleSIOP Professional Development 2010-08-02 2012-05-31 SIOP coach

6.1.2.1. Activity: SIOP Professional Development

Activity Description: Teachers will participate in a year long program of intenstive SIOP learning andcoaching.

Planned staff responsible for implementing activity: SIOP coach

Actual staff responsible for implementing activity: SIOP coach




AmountActualAmount

SIOP Resources for Teachers Title I Schoolwide 500.00 0.00SIOP training Title II Part A 3,000.00 0.00

Central Academy


Central Academy


Resource ProfileFunding Source Planned Amount Actual AmountUSAC - Technology $0.00 $0.00Title I Schoolwide $398,585.00 $0.00Title III $0.00 $0.00Section 31 a $30,000.00 $0.00Title II Part A $16,400.00 $0.00Other $0.00 $0.00General Funds $0.00 $0.00Title I Part A $2,900.00 $0.00

Central Academy


Central Academy


Additional RequirementsComprehensive 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 completedprior 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 theGoals 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?

To complete the CNA, the team used the school data profile located in AdvancEd and proceeded to developsmaller groups within the larger SIP team. From this, the groups began working on compiling theinformation and responding to the required questions.

2. Summarize the results obtained from the comprehensive needs assessment and general conclusions drawnfrom those results. Include information from all four measures of data: student achievement, schoolprograms/process, perception and demographic. More specific information will be included in yourGoals/Objectives/Strategies and Activities.

Student achievement has changed differently based on the grade level analysis for each year. However, ingeneral, 3rd grade has improved in math overall and had ups and downs in reading. Fourth grade hasshown an overall increase in math but a decrease in reading, while 5th grade has shown increases in bothareas. In the 6th grade, we see a large decease until last year when it raised 34% but reading continues todecrease. The 7th grade has maintained in math but had ups and downs in reading, while 8th grade hasseen decreases in both math and reading. Finally, the 11th grade had been witnessing substantial increaseuntil 2007/2008 when it decreased but the reading has been decreasing overall.There are only two sub-groups that have changed by more than 5% in the past 5 years. The first is the Blacksub-group which has dropped about 6% since 2005. Over the past 5 years the LEP student population hasalso changed by 5% or more. It has fluctuated between 33% (09-10 school year) to 48% (07-08 school year)throughout the past 5 years. No other subgroups have changed by 5% or more in the past 5 years.Parents, student and the community are overall very positive regarding the quality of the instructionalprogram. They are encouraging and willing to provide additional support. The only concern mentioned wasfor teachers to provide additional challenge for advanced students.

Schoowide 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 academicachievement of all students.

Central Academy


Central Academy


SIOP (Sheltered Instructional Operational Protocol)in content areas is implemented in various levels. Allteachers make content and language objectives accessible for students, designate and teach academiclanguage, and correlate all lessons to state standards.

2. Describe how stakeholders were involved in the process of developing/selecting the reform model.

The SIOP program was introduced by a few teachers and the administor as a method to support our ELLpopulation. By 2005, the program was being implemented on a larger scale but it wasn't until 2008 thatSIOP was adopted as school-wide intiative. At that point, professional development training was institutedand a SIOP coach was assigned.

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 couldinclude a timeline for curriculum review or a description of the review process.

Our academy uses an online curriculum mapping system (Atlas) to align state standards to the curriculum.The curriculum mapping system provides teachers and administrators pacing guides for each content areagrades K-12. The academy's management company organizes curriculum teams to analyze the programsthat are in place and determine if they are effective and aligned to the state standards. The curriculumteams meet throughout the school year and through the summer. During the summer the curriculummapping system is updated by the curriculum teams.

2. Describe how decisions about curriculum, instruction and assessment are made at this school, and how allstakeholders are involved in the process.

The academy involves staff, parents, community representatives, authorizers, and school board members(stakeholders) in curriculum instruction assessment decisions. Teachers accept leadership roles and areactively contributing ideas for school-wide improvement. The principal has a coaching role and hasempowered teachers to take responsibility for overall school improvement. Staff has been involved intraining on how to do curriculum mapping to tightly align standards and benchmarks with units of studyand assessments, and will continue to be actively involved in the mapping of the curriculum anddevelopment of local assessments.

Instruction by Highly Qualified Professional Staff

1. Provide an assurance statement that all teachers and instructional paraprofessionals are highly qualified ORa state-approved plan is in place for staff that does not meet requirements.

All teachers and paraprofessionals meet Title I requirements.The Academy's Human Resources department is currently only hiring teachers who possess the certificationthat qualifies teachers as highly qualified.

Central Academy


Central Academy


Strategies to Attract High-Quality, Highly Qualified Teachers to High Needs Schools

1. Identify the experience level of key teaching and learning personnel.

All teachers at the Academy are highly qualified and certified in the subject they teach. Most teachers are inthe process of completing their professional certificate. Teachers who have been at the Academy longerthan 5 years have completed their Masters degree. The majority of the teachers have been at the Academyover 5 years.

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.

The Human Resources department advertises and recruits for hard-to-hire positions. Human resourcesdepartment has a website for job listings and for potential candidates to post resumes and fill ourapplications.The Academy uses the following strategies decrease turnover and retain high quality staff.1. Offering a competitive salary and benefits package.2. Yearly merit-pay opportunities.3. Tuition reimbursement program.

3. Describe the rate of teacher turnover for the school.

The teacher turnover rate has flucuated over the years with last year representing one of the highest in along time at 29%.

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 textbox.

The Academy has acknowledged the high turn over rate, however, the condition of the Michigan economyhas impacted our ability to maintain teachers who are leaving for better economic opportunities. Inaddition, we have introduced programs such as Merit Pay to encourage teachers to stay at the Academy.

High-Quality and Ongoing Professional Development

Use the results of the comprehensive needs assessment to create a written professional development plan thatidentifies ongoing, sustained professional development that is aligned to the Goals, Objectives, Strategies andSchoolwide Reform Model. The specific professional development activities must be included as Activities underthe Goals section. District professional development activities that align to the school's comprehensive needsassessment 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 schoolrubric as guidance while completing this section.

Central Academy


Central Academy


Describe, in detail, the Section 1118 (e)(1-5) and (14) and (f) strategies employed by the school to increaseparental involvement.

Maintain a strong program of communication between home and the Academy.-parent-teacher conferences to permit two-way communication between home and school-meetings of staff members and parents of those students having special abilities, disabilities, needs, orproblems-open house to provide parents with the opportunity to see the Academy facilities, meet the faculty, andsample the program on a first had basis

2. Describe the role of parents in the following schoolwide school plan/program areas:

2a. Design Parents have limited input regarding program design.

2b. Implementation Parents have limited input regarding program implementation.

2c. Evaluation Parents have limited input regarding program evaluation.

3. Describe how the school provides individual student academic assessments results, including interpretationof those results, in a language the parents can understand.

Test data is provided to parents through the mail as well as sent home with the individual students. Theevaluation system used for elementary grading is similar to that used on standardized testing to ensurebetter readability and understanding among the parents.

4. Describe the role of parents in the development of the School-Parent Compact. Provide an assurancestatement that the compact is used at least annually at elementary-level parent-teacher conferences. If theschool serves only middle school or high school grades, the school may put a statement in the box thatindicates this section is "Not applicable due to grade levels served".

The school-parent compact is discussed based on it's individual components at least annually at the parent-teacher conferences and parents are encouraged to complete and return the document to administration.

5. Describe how the parent involvement components of the schoolwide plan will be evaluated.

The team will evaluate parent involvement through the use of parent surveys (which are provided in both

Central Academy


Central Academy


English and Arabic) and feedback provided at annual events such as Open House and Conferences. Wecontinue to evaluate the effectiveness and the identification of barriers to participation by parents andfamilies.

6. Summarize the results of the evaluation and how those results will be used to improve the schoolwideprogram.

Parents have expressed positive support for the Academy and the efforts that are being made to educatetheir children. They have indicated that the strong family environment that the Academy provides is warmand welcoming. The team uses this information to encourage and development further opportunites forparental involvement.

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 theSupporting Documentation section.

Preschool Transition Strategies

1. Describe preschool transition strategies (more than once a year visitation) and the training that is provided topreschool parents and/or teachers related to Kindergarten readiness skills. Describe other school leveltransitions that occur, if appropriate. If the school serves only middle school or high school grades, theschool may put a statement in the box that indicates this section is "Not applicable due to grade levelsserved".

1. Kindergarten teachers will make home visits tofacilitate the transition.2. Holding a Kindergarten Open House3. Making a photo album of the new staff the childwill see at their new school.4. Talking with parents about practicing newroutines for bedtime, waking up and eatingbreakfast.

Teacher Participation in Making Assessment Decisions

1. Describe how teachers participate in making assessment decisions (Ex. selection, development, frequency).

Teachers participate in developing local assessments through individual and grade level collaborationbased on state guided standards, benchmarks and GLECs. In addition, assessments are modified accordingto need based recommendations and collaboration with all student support staff including ESL coordiator,Special Education teacher, and Reading Specialist.

2. Describe how teachers are involved in student achievement data analysis to improve the academic

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Central Academy


achievement of all students.

Teachers participate in data analysis as whole staff, grade-level, subject-level and individually on a varietyof assessments including MEAP, MME, ELPA, DRA, and Edvision. Teachers use this information toimprove and adjust their planning and curriculum delivery.

Alternative Measures of Assessment

1. Describe the process for developing, or the alternative measures of assessment used, that will provideauthentic assessment of pupils' achievements, skills, and competencies.

Individual teachers work on the development of authentic assessments that will provide students with analternative method of showing achievement. One example of this is the Science Fair where students displaytheir knowledge of the scientific process by conducting their own experiments. Another example is theMulticultural Day activities, in which students develop and display artifacts that they created based oncultures other than their own.

Timely and Additional Assistance

1. Provide a summary of the effective, timely, additional assistance activities provided to students that are notmastering the State's academic achievement standards. These must also be included in greater specificity asActivities under the Goals section. Timely, additional assistance should include differentiation of instructionto meet students' individual needs within the classroom.

In regard to students experiencing difficulty mastering State's academic achievement standards, staff(teachers and administrators) work together to identify the specific areas students are struggling to master.With this information, teachers differentiate instruction to meet these needs. Student support staff such as areading specialist provide direct small group intervention, and bilingual paraprofessionals provideacademic support.

2. Describe the identification process for students that are not mastering the State's academic achievementstandards.

Stakeholders convene to evaluate the assessment scores and determine the level each student has achievedin each sub-catagory. Based on the analysis, a list is generated identifying students that might needadditional support. Teachers are informed of this information and instructional adjustments are made basedon data analysis.

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 Federalprograms that will be coordinated in the Schoolwide program.

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Central Academy


Federal Programs;Title I, Title II part A, Title III, 21st Century GrantState Programs;31A, Consolidated GrantAgencies;WISD, MDE

2. Describe how federal, state and local programs and resources are coordinated to support the schoolwideprogram and initiatives in your plan.

The Academy coordinates all funds and resources the school receives to fulfill the implementation needs ofthe School-wide Improvement Plan. As the SIP team works on the Academy's SIP plan they will look atactivities in order to determine what supplemental materials will be purchased.

3. Describe how the school will use resources under Title I, Part A and from other sources to implement therequired ten schoolwide components.

The Academy will use resources under Title I, Part A for supplemental reading programs, after schoolprogramming (i.e. after school tutoring at the secondary level), extended day kindergarten andparaprofessionals.

4. Describe the coordination and integration of Federal, State and local programs and services in a mannerapplicable to the grade level, including: violence prevention programs, nutrition programs, housingprograms, Great Start Readiness Program, adult education, vocational and technical education, and jobtraining.

Title I coordinator ensures that grade level appropriate programs are in place.

Effective Use of Technology

1. Describe the methods for effective use of technology as a way of improving learning and delivery ofservices and for integration of involving technology in the curriculum.

The Academy has assessed the current status of their technology and outlined broad technology goals whichare described in the educational technology plan. The technology team collaborates with the schoolimprovement team to assure that the technology needs in the school improvement plan are supported.

Evaluation of the School Improvement Plan

1. Describe how the school annually evaluates the implementation of, and results achieved by, the SIP, usingdata from the State's annual assessments and other indicators of academic achievement.

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Central Academy


The SIP is the driving force that guides all decision making at the school level. The stakeholders review allthe data provided by the SIP team from state and local assessments to determine if goals are being met andwhat changes need to take place. In this, the team determines where monies need to be directed to supportfurther growth and improvement and all of this is done on an annual basis.

2. Describe how the school improvement team determines whether the schoolwide program has been effectivein increasing the achievement of students who had been furthest from achieving the standards.

Due to the continuous evaluation of data from state and local assessments, the team has been able toinfluence the tools and training provided to assist teachers in the education of those students achievingbelow level. This has impacted student achievement in a postive way.

3. Describe how the school improvement team revises the plan, as necessary, based on the results of theevaluation, to ensure continuous improvement of students in the schoolwide program.

The team reviews the plan and revises it based on the needs identified by the data from state and localassessments on an annual basis to ensure continuous improvement of all students.

4. Describe how school and student information and progress will be shared with all stakeholders in a languagethat they can understand.

Parent - Teacher conferences permit two-way communication between home and school and teacherscommunicate with parents and families both formally and informally; in person directly and by phone.Translators are in attendance at all informational meetings and translations of written communications areavailable for all of Central Academy's ESL students and families.As assessment are given and results are available the academy staff and teachers work together on acommon form of communication with parents by holding meetings on how to read and decipher their child'stest results. Since most parents have a gap in their academic language interpreters are available to helpunderstand the results in their native language.

Building Level Decision-Making

1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited tothe development of the Goals, Objectives, Strategies and Activities included in the school improvementplan. 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 residentsof the school district shall be invited and allowed to voluntarily participate in the development, review andevaluation of the district's school improvement plans.

The community of interest in Central Academy is broad and in order to move effectively toward unifiedinterests of all the affected members are included in the creation, reviewing and implementation of theSchool Improvement Plan.

Central Academy takes pride involving all stakeholders and those we report to which are the MichiganDepartment of Education, Central Michigan University, Global Educational Excellence, Central AcademyBoard, administration, staff, parents and students. When the collaborative and deep connection is made

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Central Academy


with all of these communities, they can help us ensure that the standards and benchmarks of the corecurriculum are observed in our school improvement plan.

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Central Academy


AssurancesEdYES! (pending statutory approval to be changed to MI-SAAS) (EdYES!)

1. Literacy and math are tested annually in grades 1-5 (MCL 380.1280b) Response: Yes

Comments: Students are tested on the MEAP grades 3-5, Also have Ed Performance a pre and post test.

Students in 1 and 2 are given the NWEA test three times a year.

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: Web based:

www.centralacdemy.netEducational Roadmaps

Educational Development Plan (EDP)

1. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file. Response: Yes Comments: All students in middle and high school have complete EDPs.

2. Our school reviews and annually updates the EDPs to ensure academic course work alignment. Response: Yes Comments: The EDPs are reviewed every year.

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 healthenvironments. If your school completed the HSAT in the past year, you may refer back to your report to answerthe following assurances. Responses to these assurances are necessary - whether you've completed the HSAT ornot. These assurances are designed to help school improvement teams think about conditions for learning in theirschool, specifically related to student health and safety, and develop strategies in their school improvement plan toaddress any identified needs.

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Central Academy


http://legislature.mi.gov/doc.aspx?mcl-380-1280b

http://www.mihealthtools.org/hsat

1. Our School has a written policy on school safety that supports proactive, preventative approaches to ensurea safe school environment.

Response: Written policy, fully implemented Comments: Our school uses the Peer Mediation program.

2. All teachers in our school have received professional development in management techniques to createcalm, orderly classrooms.

Response: No Comments:

3. Our school communicates all of our health and safety policies to students, staff, substitute teachers, parentsand visitors through the parent handbook or newsletter at least once a year.

Response: Yes Comments: It is outlined in the handbook.

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 changesthat 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 SchoolHealth Education.

Response: No action taken Comments:

6. All teachers who provide health education instruction received annual professional development/continuingeducation specifically related to health education.


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

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Central Academy


community. Response: Yes Comments:

9. Our school has taken action on the Michigan State Board of Education Policy on Quality PhysicalEducation.

Response: Adopted policy, fully implemented Comments:

10. At our school, physical education teachers annually participate in professional development specific tophysical education.


11. The physical education curriculum used in our school is: Response: Other curriculum Comments:

12. At least three times during the past 12 months, our school offered programs, activities or events forfamilies about physical activity.


13. Our school offers the following amount of total weekly minutes of physical education throughout the year. Response: 59 minutes or less at elementary level, 105 minutes or less at middle/high level Comments:

14. Our school has taken action on the Michigan State Board of Education Policy on Nutrition Standards. Response: Adopted policy, but not fully implemented Comments:

15. The food service director/manager participated in professional development related to food or nutritionduring the past 12 months.


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Central Academy


16. The food service director/manager supports/reinforces in the cafeteria what is taught in health education. Response: Yes 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 classroomcelebrations/parties or at school events.


18. Our school makes a good faith effort to ensure that federally reimbursable school nutrition programs arethe main source of nutrition at school rather than vending or a la carte.


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, incollaborative 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 schoolhealth staff about identification and referral of students related to violence and suicide prevention.

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Central Academy



24. During the past 12 months, the school counselor/psychologist/social worker offered information to students

(presentations, materials, individual or group counseling activities, events) about bullying, harassment andother peer to peer aggression.


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.


26. During the past 12 months, the school counseling staff identified students who are at risk of being victimsor perpetrators of violence.


27. Our school's mission statement includes the support of employee health and safety. Response: Yes Comments:

28. During the past year, our school supported staff participation in health promotion programs by having abudget for staff health promotion.


29. During the past year, our school supported staff in healthy eating by providing healthy food choices at staffmeetings.


30. Our school has a written family involvement policy that advocates for strong connections between thehome, school and the community as a means of reducing barriers to student achievement.

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Central Academy


Response: Written policy, fully implemented Comments:

31. Our school has a parent education program. Response: No Comments:

32. During the past 12 months, our school collected information from parents to help evaluate/improve schoolhealth education in our school.


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 some indoor facilities Comments:

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 toinappropriate materials (visual depictions that are obscene, child pornography, or harmful to minors).


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Central Academy


2. The district has a process to monitor adult and student use of the internet. Response: Yes Comments:

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 CIPArequirements.


5. The district has a process to provide public notice and hearings about the Internet Safety Policy. Response: Yes Comments:

6. The district uses school-wide assessments to determine the telecommunication services and hardwaresupport that are needed to support teaching and learning in all schools.


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 themain office, in counseling offices, in support staff offices; hardware; software; professional development. If"yes", specify the needs in the comments section.

Response: Yes Comments: See Technology Plan

8. The district has identified specific actions that promote curriculum and teaching strategies to effectivelyintegrate technology. If "yes", specify the actions in the comments section.


9. The district adjusts its curriculum to include technology literacy for all students.

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Central Academy



10. The district adjusts its instructional program to promote technology literacy. If "yes", specify theadjustments in the comments section.


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Central Academy


StakeholdersList of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business membersand, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan.

Title First Name Last Name Position E-mail

Mrs. Michelle Jess Student ServicesCoordina [email protected]

Mrs. Kathy Blackburn Teacher [email protected]

Mr. Shawn Robson Teacher/ SWIPLeader [email protected]

Ms. Amy Straus Teacher/academiccoordina [email protected]

Ms. Shannon Smith Teacher [email protected]. Jaana Terhune ELL Teacher [email protected]

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Central Academy


Statement of Non-Discrimination

Federal Office for Civil Rights

The institution complies with all federal laws and regulations prohibiting discrimination and with all requirementsand regulations of the U.S. Department of Education. It is the policy of this school that no person on the basis ofrace, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall besubjected to discrimination in any program, service or activity for which the district/school is responsible, or forwhich 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 non-discrimination responsibilities.

Name/Position: Michelle Jess

Address: 2459 S. Industrial Hwy Ann Arbor MI 48104

Telephone Number: 734-822-1117

References

Title VI of the Civil Rights Act of 1964The Age Discrimination Act of 1975The Americans with Disabilities Act of 1990Elliott-Larsen prohibits discrimination against religion

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Central Academy


Supporting Documentation

The following documentation was attached. These are appended to this PDF and will display in the followingpages:

School-Parent Involvement PlanSchool-Parent Compact

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Central Academy


Central Academy 2011-2012 SIP

Documents

Transcript of Central Academy 2011-2012 SIP