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SCHOOL IMPROVEMENT PLANDetroit Edison Public School Academy

1903 WilkinsDetroit, Michigan 48207(313) 833-1100Ralph C. Bland, Superintendent2013-2014

Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 5/12/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR

Index of Ten Components

Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

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COMPONENTS Page (s)

1. Comprehensive Needs Assessment Content Targets & Reform Strategies

2. School wide Reform Strategies

3. Instruction by Highly Qualified Professional Staff (Teachers and Instructional Paraprofessionals)

4. Strategies to Attract High-Quality Highly Qualified Teachers

5. High-Quality and Ongoing Professional Development

6. Strategies to Increase Parental Involvement

7. Preschool Transition Strategies

8. Teacher Participation in Making Assessment Decisions

9. Timely and Additional Assistance to Students

10. Coordination and Integration of Federal, State, and Local Programs

Pages 18-55Appendix B

Page 16, 2160-67

Page 58

Page 58

Appendix A

Page 73

Page 75

Page 17

Page 13, 74

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Stake Holders / Committee InvolvementStrand II, Standard 1, Benchmark A-1 through 7The following team members participated in the development of this School Improvement Plan over the school years of 2006-2009. This plan has been modified from the previous year with the intention of continually improving the quality of our school through the development of our mission, goals, objectives and strategies. The School Improvement Team will continue to meet monthly to make appropriate changes in our school’s plan.

Members Position

1a. Kimberly Bland Co-Chair-Chief Academic Officer

1b. Angela Peoples Co-Chair/Writing Coach/IB Coordinator

1c. NAtilie Turner Co-Chair/HS Principal

1d. Evelyn Robinson Co-Chair/Math/Science Coach 3-11

2. Ralph Bland Superintendent

3. Xavier Gillon Director of Technology

4. Gail Withers Primary Academy Assistant Principal

5. Paul Szymanski Elementary Academy Principal

6. Kenneth Williams HS Assistant Principal

7. Nancy Garvin Director of Community Partnerships

8. Shannon Ware Director of Curriculum

9. Melanie McIntosh Data Coach/Science K-2

10. Matthew Stewart Junior Academy Assistant Principal

11. Stephanie Webster Holmes Director of Curriculum

12. Erma Thomas Parent/Board Member

13. Susan Barnes Director of Finance

14. Dorie Alexander Director of Human Resource

15. Keisha Boldin Teacher

16. April Angle Teacher

17. Nakedia Sain Special Education


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School Mission StatementDetroit Edison Public School Academy exists to prepare students entrusted to our care for a future as global citizens and successful life long learners that are caring and compassionate. Academic development is achieved in a dignified and supported environment by utilizing a proven research based curriculum that incorporates diversity, family, staff, and community partnerships, in pursuit of educational excellence.

School PledgeRight now today, This very moment,I am capable of giving myselfThe gift of absolute, self-assurance,Self-belief and powerful non-stop confidence in myself.


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Introduction/Executive SummaryThe Detroit Edison Public School Academy (hereafter known as DEPSA) opened its doors in September 1998 near Wayne State University and the Detroit Cultural Center. Authorized and chartered by Oakland University, DEPSA is managed by a six-member Board of Directors and service students in PreK-12 grades. In 2004, DEPSA moved to its newly renovated and remodeled building situated in Detroit’s historic Eastern Market Farmer’s and produce community. The new school campus offers over 1100 students spacious classrooms, central air conditioning, state of the art technology, science labs, and a dynamic athletic gymnasium and cafetorium. In addition, the newly-built Early College of Excellence opened in the fall of 2012, making DEPSA one of the only educational entities in the city of Detroit to offer PreK-12 education within a community campus. The Early College’s learning environment mirrors that of a college environment with innovative, inspiring, and integrated student work areas for its 500 high school students.

DEPSA’s student body is 98.5% African-American from various backgrounds. The families are a combination of commuters from Metropolitan Detroit to the surrounding suburban areas varying in familial structure. These families also come from diverse socio-economic, regional, and religious backgrounds. In order to create a nurturing environment for children, students are educated in four academies; Primary (PreK-2), Elementary (3-5), Junior (6-8), and Early College (9-12) academies. These academies include an average of 325-390 students with a 25:1 student : teacher ratio in grades K-5, 30:1 ratio for grades 6-8, and 25:1 ratio for grades 9-12.

In a community that has been ranked #2 in United States as the “second most dangerous zip code in America,” DEPSA has continued to thrive. With the addition of the Early College and recently authorized as an International Baccalaureate (IB) School, DEPSA’s IB Middle Years Program will offer students a global education full of rigor and relevance.

One of the greatest challenges associated with the community is the nature of the economic drop-off in the city. As a “commuter” school, DEPSA puts forth extra support for families struggling to keep their students enrolled due to transportation issues, or other binding economic issues. In the past three years, DEPSA has seen student mobility rates decrease, and return to “normal”, as the economy continues to rebuild itself in the community.

In a city where recent data shows an unemployment rate of nearly 20% and a graduation rate that is the lowest in the United States, experiential learning at DEPSA has proven to be a powerful tool for educators in gaining student interest and motivation. Innovative hands-on, inquiry based activities that augment content-learning make subjects more appealing to students and active discovery has been found to promote interest in core disciplines. According to census information, this neighborhood surrounding DEPSA, includes 46% of the predominantly African-American population, earns an income below the national poverty line. Of those 46%, nearly 22% of the households have incomes that register below 50% of the national poverty Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

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line. In fact, the estimated median income in the 48207 zip code is $21,694, less than half of the state’s estimated median income. The estimated median value of homes in this neighborhood averages $45,000, compared to the state average of $132,000. In other words, home values in this area are nearly three times less than the state average.

In addition to DEPSA’s goal to collaborate with existing community programs to provide meaningful programming to the area’s youth, DEPSA views it as a process or journey that automatically involves all of the people around a youth—family and community. A young person will not be able to build essential skills and competencies and be able to feel safe, cared for, valued, useful, and grounded unless their family and community provide them with the supports, opportunities, and resources they need along the way. Thus, youth development is also a process in which family and community must actively participate. According to research, poverty, disintegrating families and communities, lack of after-school programs, prevalence of gangs and drugs and alcohol, and other factors help account for the high levels of violence inflicted on youth and perpetrated by them. Millions of children and adolescents are exposed to violence in their homes, schools and communities. The graph below includes census data from the school location showing the school enrollment percentages in this area: This zip code (green)/State of Michigan (purple)

School Enrollment by Level of School (%)


25

20

15

10

5

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As the data shows, there is a great need to provide students in this identified area with opportunities to be enrolled in a safe and quality school. Through collaboration with internal and external stakeholders evaluating, analyzing and assessing data throughout the years, modifications in our instructional program, curriculum and professional development, and the oversight and administration of grants have taken shape.

PURPOSE Detroit Edison Public School Academy has the following vision and mission:

Mission: Detroit Edison Public School Academy exists to prepare students entrusted to our care for a future as compassionate and caring global citizens and successful life long learners. Academic development is achieved in a dignified and supportive environment that incorporates diversity, family, staff, and community partnerships, in pursuit of educational excellence.

The mission is achieved by providing an academic program that incorporates the growth and development of the whole child. Parents, communities and staff are committed to serving and providing a world-class education for tomorrow’s leaders.

When walking the halls of DEPSA, one will find amongst the staff, students, and parents discipline, mutual respect, a shared interest in teamwork and friendly collaborative relationships. Staff professionalism, student achievement, global awareness, and parent involvement are of utmost importance and exist throughout the building.

The mission will be obtained with a sense of commitment to excellence and the actions that this commitment engenders:

Maintaining a culture of excellence that promotes high student achievementDEPSA is foremost a learning community. It is organized to accommodate four academies. This “school within a school” approach allows the school to accommodate the academic, physical, intellectual, and social needs of the students. The school program is designed to stimulate, challenge, and beckon forth the best from each student. Also offered is a broad range of co-curricular programming to enhance and enrich the children’s overall growth and learning.

Empowering students with prior knowledge and assessment goals while preparing them to take an active role in their education and communityThe student’s values and beliefs guide the behavior and determine the goals. This understanding is shared among students, staff, parents and community, representing the foundation of the school. From the time a student walks through the DEPSA doors, the young scholar senses that this is anything but “school as usual.” At DEPSA students are received, not just admitted. They are affirmed, not merely


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acknowledged. The belief that students who are treated with respect and given responsibility respond in turn by giving their best is what guides DEPSA.

Promoting high expectations for excellence in academic and social endeavorsOne of DEPSA’s goals is to provide extra support and enriching learning experiences to all students. The goal is to involve every student in some type of extra/co-curricular activity. With a system to identify and assess the diverse learning needs of all the students, the commitment and dedication to student achievement is evident in the number of programs and support services available to the students.

Optimizing professional partnerships with parentsDEPSA has developed a Parent Involvement Plan to ensure that parent communication, involvement, and volunteerism is integrated into all areas of schooling. DEPSA believes that parent participation is essential to a child’s educational and social development. DEPSA respects the diversity of family structures and support the parenting role by including them in the learning process. Thus, encouraging and expecting families to be accountable and have an active role in their child’s education and school activities is a foundational belief of success. DEPSA supports this responsibility by helping them define and understand their child’s academic and social needs.

Effectively addressing each child’s individual learning stylesTeachers work in grade level and house teams to develop thought-provoking, intellectual, motivating lessons for the classroom. Cross-curricular planning involves differentiated teaching practices appealing to multi-intelligences and cooperative learning. The school is focused on daily schedules and program alignment to “capture” students during the school day to offer additional services. Students participate in after-school tutorial programs facilitated by certified teachers.

Promoting the awareness and teaching of state standards and grade level expectationsStudent learning and achievement are the foremost concerns. The curriculum teaches the whole child implementing Bloom’s taxonomy principles and discovery-learning methods and approaches. The curriculum is well-rounded and thoroughly prepares the students for the world in which they live. The curriculum is formed from the foundation of grade level competencies, the Common Core, and data from formative and summative evaluations. In each subject area, essential skills are identified and addressed in the context of real life and hands-on learning.

Utilizing the best practices reflecting current educational researchDEPSA bases professional responsibility according to the five points of accountability: Student Achievement, School Design, Customer Satisfaction, Financial Management, and Systems Growth. Staff is responsible to monitor student performance to ensure progress toward standards and goals. All in all, the professional staff members share a commitment to continuous improvement of instruction, school operations, and services. Students are taught that there is a universe to explore beyond their school and neighborhood. Research-based


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materials are used for the curriculum. The curriculum data is analyzed and re-evaluated on an ongoing basis to make sure the materials being taught in the classroom represent a montage of backgrounds in world culture.

Serving as positive role models for the studentsTraining illuminates how to transform the cultures of middle schools into caring learning communities that support the full range of student growth and development as well as establish academic excellence. Leadership and empowerment programs have components that are taught daily to weekly depending on the specific class. These programs are designed to help students succeed both in and out of the classroom. These programs help students and teachers reflect on their lives, develop leadership skills, and set goals that will inspire them to succeed. Positive Behavior Support is a vital tool for any teacher to be successful and a powerful motivator for any student.

Entitling students and staff to a clean and safe environment conducive for effective learning and teaching to take placeDEPSA functions as a community, a place with a culture of shared purpose and responsibility, an atmosphere of safety, caring, and mutual respect. We recruit highly qualified educators who can offer innovative teaching methods that not only challenge students, but can introduce students to a diverse academic world.

Practicing cooperative learning standards and recognizing positive affective behaviorsDEPSA recognizes the critical importance of how collaborative groups of learners (students, teachers, administrators and parents) can create and sustain a caring school culture. In addition, teachers design active group learning experiences that develop student-centered classrooms by understanding the need for and power of reflective practice throughout all groups in the school community.


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NOTABLE ACHIEVEMENTS and AREAS of IMPROVEMENT

DEPSA takes pride in the awards and honors received for student achievement, innovation, and excellence in service.

DEPSA takes pride in the awards and honors received for student achievement and excellence in service. Most recently, DEPSA was named a National Green Ribbon by the U.S. Department of Education for its commitment, dedication, and programming to support and sustain a “green” learning community for all our stakeholders. DEPSA received support to enhance and expand its existing Pre-Kindergarten to develop a nationally-recognized model for early childhood education in an urban area by First Children’s Finance.

Also, Michigan Future Schools chose DEPSA to be its model high school by awarding them inaugural funding to open the Early College of Excellence in 2010. Since its inception, the Early College has become a certified NAF (National Academy Foundation) learning community and planning school with Link Learning. In addition, the Early College has over 70 students dual-enrolled at local tier-one universities and a large contingent of ECE students attending Harvard University this summer for college credit.

DEPSA was recognized nationally and state-wide as a “School of Success” by the National Center for Learning and Citizenship in conjunction with the Education Commission of the States (ECS) and by Michigan Learn and Serve based on their support of, and commitment to quality service-learning in the school. In the past several years, DEPSA has made a considerable commitment to Healthy Initiatives and Green Technology at the school. As a result, DEPSA has been honored with the following awards and recognitions: Consecutive years awarded a First Place rating by the Michigan Surgeon General in conjunction with The Michigan Action for Healthy Kids initiative, awarded the Michigan Garden Nutrition Grant, recipient of the DTE Energy Foundation’s Tree Grant, and the Wayne County Michigan Green Schools Emerald Award. Additionally, in correlation with National Engineers Week and the Engineering Society of Detroit, the school has received over 15 awards from the Future City Competition in the past three years. In 2009, for the second time, DEPSA was named an Exemplary High Performing School from the Skillman Foundation for its entire K-8 school design. Also, the school was awarded The 5th Annual Spirit of Choice Award from BAEO, the Black Alliance for Educational Options. DEPSA was recognized for promoting an exceptional public school academy option for students who might otherwise be left behind in their efforts and desires to become self-directed life-long learners and achievers.


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In April 2007, DEPSA was awarded the prestigious Exemplary Michigan Blue Ribbon Award from the Michigan Department of Education. DEPSA was the first charter school to ever be awarded this prestigious honor since its inception in 1982. Additionally, in 2007, DEPSA was named a National Charter School Award winner from the Center of Educational Reform in Washington D.C. Also, the school was honored and recognized by the National Center of Urban School Transformation in San Diego, CA. as a School of Excellence in the nation. DEPSA is also proud of its acceptance of National Accreditation through the NCA/AdvancED, received in the spring of 2007 and most recently receiving a superior rating in 2012.

During the 2005-2006 school year, DEPSA’s Elementary program was named an Exemplary High Performing School with the Skillman Foundation and the “Making the Grade” initiative. Subsequently, the school was nationally recognized as a finalist with the Intel Corporation’s Schools of Distinction program for its outstanding excellence in leadership. In October 2005, they received the prestigious Charter School of Excellence Award from the Michigan Association of Public School Academies (MAPSA). DEPSA was chosen over 225 other charter schools in the State of Michigan. In 2003 they were awarded the Golden Apple for improved MEAP scores from the Michigan Department of Education.

In 2000, while affiliated with the Edison Schools Inc., they were awarded a “Double Four Star” status, the highest recognition obtainable for an Edison school. In addition to awards, DEPSA has met its Adequate Yearly Progress goals since its inception.

Additionally, in the Spring of 2013, DEPSA became an authorized IB (International Baccalaureate) World School implementing the Middle Years Programme (MYP). The IB MYP has a mission to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. This philosophy parallels hand in had with DEPSA’s vision of promoting excellence in education.

All in all, Detroit Edison Public School Academy is most proud of the level of education being provided to the student population and community. DEPSA has shown, and continues to show, that it’s possible to provide a world-class education, focused on rigor and relevance, in a city where educational success is the lowest in the nation. With determination and a commitment to excellence, DEPSA will continue to be an educational leader in Detroit and beyond.

Our school is currently staffed with all certified teachers. All teachers have received training in the various aspects of our curriculum. Our instructional staff currently includes full time curriculum Coaches (Math, ELA, Science and Social Studies):

We have approximately 80 instructional staff members, which include self-contained K-5 classrooms, 4 Special education teachers, subject area instructors (6-12), PE, Art, Music and World Languages instructors.


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Educational BriefAt the Detroit Edison Public School Academy we:

1. Believe that a culture of achievement promotes high student achievement.2. Believe that students who are empowered with prior knowledge of assessment goals will be better prepared to take an active role in their own

achievement.3. Believe that high expectations promote excellence.4. Believe that learning is optimized when parents and professionals work in partnership.5. Believe that children have individual learning styles and intelligences that must be addressed in order for everyone to achieve.6. Believe that staff members must be aware of state curriculum standards and benchmarks to maximize a student’s achievement of goals.7. Believe that the use of best practices reflecting current educational research increases our standard of quality.8. Believe that all staff members are models for our students.9. Believe that staff and students are entitled to learn and work in a clean and safe environment.10. Believe that a cooperative learning environment educates, empowers and enlightens.


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Timely and Additional Assistance to Students

DEPSA has implemented the Solution Team Process to assist students who are in need of additional help. The level 4 of the pyramid starts with School wide interventions. Level 4 of the pyramid relates to large groups/Trends. Level 2 is the intervention of small groups and level 1 is the individual intervention. The Solutions program begins with the establishment of a Solutions Network. This Network consists of a core group of school leaders, teachers, parents, and/or support staff who commit to meeting throughout the school year to discuss, monitor, and plan strategies to improve the academic achievement of all students. The Solutions Network assesses and analyzes factors standing in the way of student achievement and then plans and implements appropriate customized intervention strategies. The Solutions Network is the overriding structure that establishes a sense of connections, accountability and commitment throughout the school community. It is the main body that oversees how Solutions program strategies are designed, applied, and monitored throughout the school. Under the umbrella organization of the Solutions Network are five subgroups; each subgroup addresses a different component of intervention. Dividing interventions into smaller chunks ensures that the intervention strategies are targeted in a specific, systematic way to achieve maximum results.


School wide

Large Group/Trends

Small Group

Individual

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Five Components of the Solutions Network program:

Component 1: AttendanceComponent 2: Intervention Team (IT)Component 3: Parent and Family InvolvementComponent 4: Community ConnectionsComponent 5: School wide Behavior/Getting along Together


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Attendance Intervention Team (IT)

Parent & Family Involvement

Community Connections

School wide Behavior/GAT

Attendance Monitor

Administrator

Social Worker

Other personnel as identified

SFA facilitator

Administrator

Counselor


Parent liaison

Parent Representative


Director of School & Community Partnerships

Social Worker

Lead Teachers

Administrator


Administrator

Counselor

Social Worker


Coordination of ServicesDEPSA’s Federal, State, and Local Programs are coordinated to include the achievement of goals stated in our Action Plan. DEPSA will use resources from School-Wide Title 1, as well as other types of Title 1 funding to offer the following programs:

Tutoring Summer School Title 1 staffing Training for Staff, Students, and Parents Saturday School Activities for parents Math Games Kindergarten Support Curriculum Support

Grant Program/Service Grade Level Dollar Amt.

Title 1, Part A ImprovingBasic Program Services

K-8 $341,744

Title II, Part A Teacher/Principal Training and Recruiting Budget

K-8 $60,229

At Risk K-8 324,968


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School Wide Reform Strategies

School-wide programs that we are currently implementing include but are not limited to:

1. Academic Games2. ANET (Achievement Network) (3-8)3. Individual and group sessions with school social worker4. 6+1 traits of writing5. Team Alphie6. Writing Camp7. Morning and After school tutorial program8. Math Games9. Super Saturday Tutoring10. Success for All / Reading Edge11. Science STEM Camp12. Math Camp13. Camp Alphie14. Club 300015. Read and Respond16. Progress in Math Curriculum

17. Character Camp18. Service Learning Projects19. Project Lead The Way20. Green Team/Garden Club21. Study Island22. IXL23. Successmaker24. StemScope25. School City26. Brain Pop27. Naviance (9-12)28. Academic Achievement (9-12)29. Linked Learning (9-12)30. National Academy Foundation (9-12)

Curriculum pacing charts are being utilized in all grades to assure that all teachers are on pace and students are receiving instruction based on state benchmark requirements. Students are targeted in small groups or one-on-one to make sure all students are reached. Teachers use the Solution Network process to ensure all students have the means for success in the classroom.


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Teacher Participation in AssessmentDuring Learning Communities (PLC’s), and Professional Development staff members have the opportunity to break into groups and analyze test data and formulate a plan of action based on the specific needs of the students. Teachers create formative assessments to gage student progress and make modification to instruction. DEPSA is currently using data-driven lesson plans as well as data from School City, SCANTRON, Explore, Plan, ACT, PASeries, MAT-8, MME, ANET, Academic Achievement, Inform and MEAP. Teachers have access to the test scores everyday to check the student’s abilities on specific objectives. This data is shown in the teacher’s lesson plans. Teachers were also trained on the School City System, and SCANTRON system to review data. Teachers utilize chapter test, unit test, quizzes and other forms of assessments created by their respective teams and by themselves. Teachers have the opportunity during grade level/subject area meetings to revised assessments and pacing charts based upon student needs, Common Core and MDE standards

Comprehensive Needs AssessmentDetroit Edison Public School Academy (PK-11) has conducted a comprehensive needs assessment of the entire school based on information that includes how students are meeting the state’s challenging academic content and achievement standards. By examining multiple sources of data we have identified the priority needs and direction for the school. This process placed emphasis on teaching and learning, building a collaborative professional community, and sustaining parental involvement. The first step in the process was to identify, collect, and organize relevant data. The findings were used to identify the root causes and prescribed interventions to meet the needs of the students. The data was also used to assist in monitoring and assesses the impact of programs, instruction, and other resources related to student achievement. Sources of data included, but were not limited to MEAP, SCANTRON, ANET, Parent Teacher Conference Attendance, Parent Workshop Attendance, Demographic Data, School City Assessments, PowerSchool /Power Teacher, and student, parent, and teacher surveys.

Primary AcademyThe school is currently transitioning to Performance Series for Kindergarten and First Grade, which is a web-based diagnostic assessment. It is both a norm reference assessment, which means scores are compared to other students in the same grade under the same conditions, and a criterion reference assessment as it gives students a scale score based on their mastery of specific standards. Students will take this assessment three times a year, Fall, Winter and Spring. The primary academy kindergarten and first grades have taken the Metropolitan 8, which is a norm referenced battery test. Analysis of the data is used to drive lesson planning and encourage progress in areas not mastered. The overall scores from the 2011-2012 Fall and Spring MAT 8 have increased in both kindergarten and first grades in all subject areas. Kindergarten increased in reading 1.3, math 1.4, language arts 1.3, and overall Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

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basic battery increased by 1.4. The MAT 8 scores indicate that kindergarten students are on level going into first grade, in all subjects areas. First grade scores increased in reading 1.0, math 1.1, language arts .9, and basic battery 1.0. The scores indicate that the First grade students are on level going into second grade.

A comparison of MAT 8 Spring 2011 and Spring 2012, indicated that overall scores increased from .1 to .7. Kindergarten reading increased .1, math increased .3, language arts increased .7, and overall basic battery .3. First grade reading increased .4, math .4 language arts .4, and overall basic battery .4. During the 2011-2012 school year, kindergarten and first grade have continued to increase. The smallest increase in the achievement data occurred in the area of reading. Reading scores are projected to increase in 2012-2013 school year following the identification of weak areas and implementation of tutoring initiatives utilizing SFA home Reading Reels, Alphie Alley, Team Alphie, and the Fast reading program.

The primary academy second grade has taken the Scantron Performance Series Assessment, which is a comprehensive needs assessment that assists in determining whether or not students are performing on or above grade level. The 2012-2013 Fall, Winter and Spring testing data indicate an increase in math, reading, and language arts scores.

The trend data from Fall 2012 to Winter 2013 indicates overall gains in reading, however 19% of students remain below average. The scores appear to have a correlation with teacher observations and instructional effectiveness. The minimal increase in reading scores occurs more frequently in the data of novice teachers who have demonstrated classroom management challenges.

The 2012-2013 primary math data indicates 72% of students are on grade level, and 28% are performing below grade level. Language Arts overall scores indicate that 79% of students are on or above level, and 21% are performing below level.

Elementary AcademyPerformance Series from Scantron is a computer-adaptive test that lets us quickly pinpoint the proficiency level of our students, across a range of subjects that correspond with the specific standards of our state. The results from the test provide for more accurate student placement; diagnosis of instructional needs, including instructional adjustments; and measurement of student gains across reporting periods. Performance Series is a standards-based assessment that uses an innovative adaptive testing model to target the instructional level of each student. Test items increase in difficulty following each correct answer. Incorrect entries are followed by a decrease in item difficulty. The adaptive software enables Performance Series to provide an accurate evaluation of the student's abilities: at, above, or below grade level (based on national norms). Upon completion, testing results are immediately available online. The Performance Series enables users to desegregate data by student, class, school, and district.

The data collected in September of 2012 and January of 2013, has increased in reading, language arts, and math across the Elementary grade levels. Upon closer inspection, grade level data appears to have identifiable trends, which need to be addressed through school improvement.


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Reading test results in September 2011, indicate 75% of students reading within the lexiled national average. The May 2012 data for 3rd and 5th grade decreased in the percentage of students reading at the “above” and “high average” performance bands. 4 th grade did not show a significant change in performance levels from September to May. The 4th grade May 2012 data, indicated a slight decrease in the percent of students reading within the lexiled national averages; dropping from 75% to an average of 74%. This data along with data collected from Summative Benchmark Assessments each quarter shows a direct relationship between teaching and learning. As a whole, the elementary academy has shown inconsistencies with matching or exceeding state and national norms. Both state and national norms have increased at a faster pace than the elementary data collected during the assessment process.

In September, 75% of 3rd and 4th grade testers scored within the lexiled national average for English Language Arts. 82% of the 5 th grade testers scored within this average. The May 2012 data shows gains across each grade level averaging a 55 point increase. 4 th grade demonstrated the highest gains going from 75% to 81%, while 3rd grade declined from 75% to 66%, and 5th grade from 82% to 81%. On average the data collected across the performance bands shows minor movement, however there are several inconsistencies within the “above average” and “below average” students trends. The fluctuation of high and low average students between these two categories is statistically negligible at this time. The data supports the need for interventions that address the lowest performing students, however efforts should continue to promote the sustainability of the highest performing students as state and board expectations continue to increase.

Mathematics data showed moderate gains in each grade level from September to May. The 3rd grade mean scale score increased by 120 points, however there was a decrease in almost every category within the national lexile range. 3rd grade students placing in the norm average scale decreased from 66% in to 56%. The 4th grade data shows the highest gains in the mean scale score (138 points). 5th grade scores showed the smallest change in the mean scale score. 4th and 5th grade students demonstrated the greatest gains with students moving from the “below average” band to placement within the national lexiled performance levels “low, high, and above averages,” It is our belief that the elementary data trends directly relate to inconsistencies in grade level teaching and learning. Trends in 4th and 5th grade data show a need for continued support for positive increases in math along with special interventions for 5th graders in preparing them for middle school. The data also supports the need for interventions that address the lowest performing students as well as efforts to maintain support of the highest performing students as expectations continue to increase.

Junior AcademyJunior Academy (sixth, seventh, and eighth) Math data over the course of the 2012-13 school year has shown that 58% of 7th grade students are at or above average. 42% of seventh graders are below average (per EdPerformance). Sixth and eight grade students test results indicate that 66% and 62% of students are at or above average respectively. MEAP results for the same year show that 28 and 29% of Sixth and Seventh grade students tested Not Proficient. Eight grade testers yielded the highest percent of students testing in the NOT proficient range with 44%. The 8th grade Explore Math results indicate that 95% of students are below College Readiness levels. Quarterly assessment performance weighed heavily on teacher instructional performance. Scores were higher than above-mentioned results, with average levels between 60-89% proficiency across grade levels. Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

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Junior Academy EdPerformance Reading data levels yielded 17%/18%/18% below average across 6th – 8th grades. MEAP scores were similar with 14% of sixth graders Not Proficient and 6% seventh graders Not Proficient. Only 3% of eighth grade students scored on a Not Proficient level with respect to the Reading MEAP. The 8th grade EXPLORE test results do not support Reading levels discussed above as 71% of students scored on a level below calculated College Readiness. In addition, quarterly assessment performance does not support the EdPerformance and MEAP results as average reading scores ranged between 16-71% proficient across grade levels.

Junior Academy Science data yielded 27% of seventh graders below average on EdPerformance Science assessments. 8th graders struggled with both the Science MEAP and EXPLORE assessments. 51% of eighth grade students scored at a Not Proficient level on the MEAP test. In addition 90% eighth grade students were scored below College Readiness levels.

Writing MEAP and Writing quarterly assessment levels were inconsistent. All 7th grade students scored above Not Proficient on the Writing MEAP. Average quarterly assessment scores ranged between 21-44% across grade levels in Writing. English/Language Arts scores on EdPerformance and EXPLORE (8th grade only) were fairly static. EdPerformance resulted in 25% (sixth) and 28% (seventh and eighth) below average. Comparatively, 8th grade students scored 38% below College Readiness on the EXPLORE test in reference to student English proficiency.

Junior Academy data analysis from the past 3 years yielding the following: 1) 4th and 7th grade writing, 8th grade Math, 6th grade social studies and 8th grade science scores have declined 2) 69% of the students in 4th grade who are considered to receive free or reduced lunch performed at advance or proficient and 67% of the 4th

grade students with disabilities with standard accommodations performed at advance or proficient. 4th grade students in these 2 sub-groups would be the target population and highest priority in searching for root causes that hinder student academic performance.

3) 70% of the students with disabilities who receive standard accommodations performed below state minimum standards.

These three items will have become the focus of current root causes inquiry and intervention efforts.

Early College of Excellence (ECE):The 2012-2013 ACT average composite score was19. Students average score in math was the highest of the four content areas with a 20. The reading, writing and science average was 18. Data shows that females average 1 point higher than the male students in English, however the males average 2 points higher in math than the females.


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Schoolwide Reform StrategiesStudent Data AnalysisGoals Student Achievement Objectives Strategies (Faculty Activities or Action)ELAAll students will be proficient in Reading /Writing.

1. By May of 2014, Detroit Edison P.S.A. students will meet state ELA AYP targets in reading with at least 90% of students tested scoring proficient at each grade level while focusing on summarization and comprehension strategies. Measurement tools that will be used to forecast and monitor improvement are School City Benchmark Assessments, SCANTRON, Savvy Reader, FASST and MEAP.

After School Writing CampStudy Island / SuccessmakerBrain PopSuccess For All / Reading EdgeConducting weekly and bi-weekly learning community meetingsEmbedding non-mastered expectationsData Analysis and Reflection submitted from teachers for monthly tests, common quarterly exams, ANET, Academic AchievementTeacher instructed and volunteered tutoringSummer Academy EnrichmentCross-Curricular planning amongst teams and teachersCoaches Modeling and Team Teaching with Teachers on a daily basis

MathAll students will be proficient in Math

2. By May of 2014 Detroit Edison P.S.A. students will meet state Math AYP targets with at least 90% of students tested scoring proficient at each grade level while focusing on number sense, problem solving, measurement, and geometry. Measurement and support tools that will be used to forecast and monitor improvement are School City Benchmark Assessments, SCANTRON, Super Saturday, After School Math Tutoring programs and math games.

Super SaturdayStudy Island / SuccessmakerIXLProgress in Math CurriculumTeacher instructed and volunteered tutoringMath Games embedded daily and weeklyManipulative based math GamesData Analysis and Reflection for monthly tests, quarterly exams, ANET, Academic AchievementSummer Academy EnrichmentCross-Curricular planning amongst teams and teachersCoaches Modeling and Team Teaching with Teachers on a daily basisMath Camp


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ScienceAll students will be proficient in Science.

3: During the 2013 school year 80% of the all students will increase their reading comprehension in expository text by utilizing the Foss Delta Kits and at each grade level as measured by School City, teacher assessments, observations and performance evaluations.

Teacher instructed and volunteered tutoringEmbedding expository text used in reading and writingStem Scope CurriculumEmbedding week GLCE’s not covered in module kitsFive E’sSummary Academy EnrichmentCross-Curricular planning amongst teams and teachersCoaches Modeling and Team Teaching with Teachers on a daily basis

Social StudiesAll students will be proficient in SS.

4: During the 2013 school year, 85% of the all students will increase their Social Studies comprehension.

Embedding of Weekly Readers and Current Events in lesson plansEmbedding Michigan Magazine in Elementary classesStudent led Service Learning that is correlated with the state GLCE’sStudent’s will participate in Future City CompetitionCross-Curricular planning amongst teams and teachersCoaches Modeling and Team Teaching with Teachers on a daily basis


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Student Demographics

Student Enrollment Trends2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

K 123 122 107 130 105 114 1111st 124 125 104 116 120 103 1192nd 111 129 127 116 112 118 1033rd 123 107 122 124 111 113 1214th 125 119 110 126 114 115 1135th 122 128 116 109 122 123 1186th 126 122 117 121 117 104 1207th 124 116 119 114 114 114 1088th 124 117 135 116 104 109 1139th 100 83 10210th 94 9511th 84

Total 1102 1085 1057 1072 1119 1190 1322


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Student Gender Group2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Male 505 482 496 490 477 519 554 587 656Female 599 570 611 595 565 553 576 603 666

Total 1104 1052 1107 1085 1042 1072 1130 1190 1322

Student Sub GroupSub Group Population 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013Free and Reduce 623 361 343 528 728 646 646 833 877Students with Disabilities 31 41 35 41 41 39 51 46 44Limited English Proficient 0 0 0 0 0 0 0 0 0

After reviewing the information on enrollment and sub groups, we currently have a stable population of students; however our school has experienced some decline due to the states economy and the high volume of families relocating around and out of the state of Michigan. A snapshot of enrollment is constantly being tracked to maintain the schools average population while maintaining a high quality educational program.


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Multiple Measures of Student Achievement

Multiple data sources (other than MEAP) are used to inform decision-making about grade level student achievement within the district.

Measurement Instrument Grade Level Subject Area1) Success Maker 2-8 Reading and Math2) School City (Summative) 2-11 ELA/Math/Science/Social Studies3) SFA (Story Test) 2-5 Reading4) Teacher Formative Assessments Pre-K-11 ELA/Math/Science/Social Studies5) Explorer/Plan/ACT/MME 8th, 9th, 10th ,11th ELA/Math/Science/Social Studies6) SCANTRON 2-9 ELA/Math7) ANET 3-8 ELA/Math8) Academic Achievement 9-12 ELA/Math/Science


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Demographics MEAP ReportFall 2008 ELA Sub-Groups Scored in the Categories of Advanced or Proficient

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

Ethnicity Black 83% 75% 84% 81% 88% 84%

Gender Male 82% 75% 84% 78% 90% 82%

Female 83% 73% 85% 83% 86% 85%

Free/Reduced Lunch

Full Pay 95% 77% 92% 85% 91% 82%

Free/Reduced Lunch

72% 69% 79% 77% 86% 87%

Students w/Disabilities

Standard Accommodations

0% 67% 33% 33% 0% .04%

The data indicates 4th grade is performing on average below 80%. Only 69% of the students in 4th grade who are considered to receive free or reduced lunch performed at advance or proficient and 67% of the 4th grade students with disabilities with standard accommodations performed at advance or proficient. 4th grade students in these 2 sub-groups would be the target population and highest priority in searching for root causes that hinder student academic performance.

In addition, students with disabilities who receive standard accommodation across grade levels are also a target population because less than 70% of the students performed below state minimum standards.

Overall school-wide goals would need to reflect intervention to target students with disabilities and our 4th grade population in ELA.


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Fall 2008 Math Sub-Groups Scored in the Categories of Advanced or Proficient

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

Ethnicity Black 83% 87% 88% 83% 94% 74%

Gender Male 86% 88% 93% 76% 94% 70%

Female 81% 84% 83% 87% 95% 76%

Free/Reduced Lunch

Full Pay 91% 91% 89% 85% 95% 75%

Free/Reduced Lunch

76% 80% 86% 81% 94% 72%

Students w/Disabilities

Standard Accommodations

0% 75% 0% 50% 100% 0%

Overall the data reflects across grade level we perform in the 80 percentile on average except for our 8th grade population. On average 75% of the 8th grade students have performed at advanced or proficient. Our students with disabilities are also an area of concern. Student with disabilities across the grade levels appear to be struggling with mathematical concepts.


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MI-Access Report Functional Independence

2010 MI-Access Surpassed or Attained Performance Standards

Scale Range # of Students Surpassed or Attained Performance Standards

English Language Arts

5th 2500 – 2608 1 1 100%6th 2600 – 2712 1 1 100%7th 2613-2791 2 1 50%


Mathematics

5th 2500 – 2586 1 1 100%6th 2600 – 2685 2 1 50%7th 2700 – 2793 2 1 50%


Science

5th 2500 - 2638 1 1 100%8th 1 0 0%


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5th 2500 – 2608 1 1 100%6th 2600 – 2712 1 1 100%7th 2613-2791 2 1 50%


Mathematics

5th 2500 – 2586 1 1 100%6th 2600 – 2685 2 1 50%7th 2700 – 2793 2 1 50%


Science

5th 2500 - 2638 1 1 100%8th 1 0 0%


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4th 2400 - 2516 2 2 100%5th 2500 – 2608 3 2 67%6th 2600 – 2712 2 2 100%


Mathematics

4th 2400 – 2483 1 1 100%5th 2500 – 2586 4 1 25%6th 2600 – 2685 1 0 0%7th 2700 – 2793 1 1 100%


Science

5th 2500 - 2638 3 0 0%

DEPSA has 4 Special Education Teachers who are all highly qualified, who combined handle 9 functional independent students. All students are in our inclusion program and pulled out of the regular classroom based on their Individual Education Plan (IEP). According to the data 5th grade science and 6th grade mathematics are the 2 target areas that require immediate attention showing 0% of our student surpassed or attained performance standards in both areas.


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High Stakes Test Results – MEAP/MME

Grade & Content Area 2011-2012 2012-2013

3rd Grade Reading 57% 58%3rd Grade Math 35% 38%4th Grade Reading 66% 69%4th Grade Math 44% 50%4th Grade Writing 56% 76%5th Grade Reading 73% 64%5th Grade Math 73% 54%5th Grade Science 13% 5%6th Grade Reading 71% 68%6th Grade Math 38% 46%6th Grade Social Studies 10% 33%7th Grade Reading 60% 70%7th Grade Math 26% 41%7th Grade Writing 69% 86%8th Grade Reading 73% 71%8th Grade Math 28% 20%8th Grade Science 20% 18%9th Grade Social Studies 23% 13%MME-Science 8%MME-Social Studies 15%MME-Math 27%MME-Reading 45%MME-Writing 37%ACT-Average 19.1


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The trends identified after reviewing the 2009-2011 data are as follows:60% of DEPSA 3rd graders have either met or exceeded state expectations from 2009-2011. 86% of 3rd grade students have either met or exceeded state expectations from 2009-2011.79% of 3rd grade students either met or exceeded state expectations from 2009-2011. 3rd grade overall has not shown growth from 2009-2011 but have met state expectations. 2nd and 3rd grade will become an area of focus in the upcoming year. 4th grade students in the area of writing have declined and shown ups and downs. 3rd-8th has struggled in the area of comprehension. This has cause our reading scores to flat line in the low 80’s. School-wide the school will focus on using expository text to increase comprehension.

DETROIT EDISON PUBLIC SCHOOL ACADEMY (Flagship School)

MEAP CUT SCORE AVERAGES 2011READING MATHEMATICS SCIENCE WRITING S.S.

GRADE DEPSA STATE DPS* DEPSA STATE DPS* DEPSA STATE DPS* DEPSA STATE DPS* DEPSA STATE DPS*3 56.5 62 33 35.4 36 104 65.8 68 38 43.9 40 11 56.1 45 18.75 73.1 69 41 40.3 40 11 13.4 15 2.86 70.6 67 38 38.2 37 13 9.6 28 8.77 60.2 60 30 26.5 37 10 69.5 47 18.98 72.6 61 35 27.6 29 7 19.6 16 2.19 23.3 29 6.1AVERAGE 66.5 64.5 35.8 35.3 36.5 10.3 16.5 15.5 2.45 62.8 46 18.8 16.45 28.5 7.4

* Detroit Public Schools

DETROIT EDISON PUBLIC SCHOOL ACADEMY (Flagship School)

MEAP CUT SCORE AVERAGES 2012READING MATHEMATICS SCIENCE WRITING S.S.

GRADE DEPSA STATE DPS* DEPSA STATE DPS* DEPSA STATE DPS* DEPSA STATE DPS* DEPSA STATE DPS*3 58.2 67 43 37.7 41 164 69 68 41 50.4 45 18 76.1 47 19.55 64 70 45 54.5 46 17 5.4 13 2.36 68.3 68 45 45.8 40 14 32.8 30 8.8


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7 70.5 62 33 41 38 13 85.1 52 288 70.5 66 46 19.8 33 11 17.9 16 3.59 12.9 29 9.6AVERAGE 66.75 66.83 42.2 41.53 40.5 14.8 11.65 14.5 2.9 80.6 49.5 23.8 22.85 29.5 9.2



Math Proficiency Reading Proficiency0

10

20

30

40

50

60

70

80

2012 MEAP CUT SCORES

GlazerLovingDPSDEPSASTATE


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Math Proficiency Reading Proficiency0

10

20

30

40

50

60

70

2011 MEAP CUT SCORES

GlazerLovingDPSDEPSASTATE


35


36


37


38


39


40


41


42


43


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Fall MEAP 2008 3-9: Grade 3

Math Reading Writing ELALevel 1: Advanced 38.9% 31% 0% 7.9%Level 2: Proficient 44.4% 54.8% 65.9% 74.6%Level 3: Partially Proficient 16.7% 13.5% 31.7% 17.5%Level 4: Not Proficient 0% 0.8% 2.4% 0%Met or Exceeded 83.3% 85.7% 65.9% 82.5%Not Met 16.7% 14.3% 34.1% 17.5%Number Included 126 126 126 126Number Tested 1 26 126 126 126

Note: * = Fewer than 10 students included.N/A = Not Applicable.


Math Reading Writing ELALevel 1: Advanced 33.3% 19.5% 0% 1.8%Level 2: Proficient 52.6% 59.3% 32.7% 71.7%Level 3: Partially Proficient 14% 18.6% 67.3% 25.7%Level 4: Not Proficient 0% 2.7% 0% 0.9%Met or Exceeded 86% 78.8% 32.7% 73.5%Not Met 14% 21.2% 67.3% 26.5%Number Included 114 113 113 113Number Tested 114 113 113 113



Math Reading Science Writing ELALevel 1: Advanced 56.6% 33.3% 27.2% 0% 8.8%Level 2: Proficient 31% 49.1% 54.4% 70.2% 75.4%Level 3: Partially Proficient 9.7% 17.5% 14.9% 29.8% 15.8%Level 4: Not Proficient 2.7% 0% 3.5% 0% 0%Met or Exceeded 87.6% 82.5% 81.6% 70.2% 84.2%Not Met 12.4% 17.5% 18.4% 29.8% 15.8%Number Included 113 114 114 114 114Number Tested 113 114 114 114 114


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Math Reading Social Studies Writing ELALevel 1: Advanced 47.4% 31% 35.3% 0.9% 14.7%Level 2: Proficient 35.3% 50% 31% 81% 66.4%Level 3: Partially Proficient 15.5% 16.4% 17.2% 17.2% 18.1%Level 4: Not Proficient 1.7% 2.6% 16.4% 0.9% 0.9%Met or Exceeded 82.8% 81% 66.4% 81.9% 81%Not Met 17.2% 19% 33.6% 18.1% 19%Number Included 116 116 116 116 116Number Tested 116 116 116 116 116



Math Reading Writing ELALevel 1: Advanced 47.5% 26.4% 0% 10.7%Level 2: Proficient 46.7% 56.2% 94.2% 77.7%Level 3: Partially Proficient 5.7% 13.2% 5.8% 11.6%Level 4: Not Proficient 0% 4.1% 0% 0%Met or Exceeded 94.3% 82.6% 94.2% 88.4%Not Met 5.7% 17.4% 5.8% 11.6%Number Included 122 121 1 21 121Number Tested 122 121 121 121



Math Reading Science Writing ELALevel 1: Advanced 31% 25% 1 6.7% 0% 9.6%Level 2: Proficient 42.2% 52.6% 54.4% 86.8% 73.7%Level 3: Partially Proficient 20.7% 18.1% 26.3% 12.3% 14.9%Level 4: Not Proficient 6% 4.3% 2.6% 0.9% 1.8%Met or Exceeded 73.3% 77.6% 71.1% 86.8% 83.3%Not Met 26.7% 22.4% 28.9% 13.2% 16.7%Number Included 116 116 114 114 114


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Number Tested 116 116 114 114 114


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.


49


50


51


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Fall MEAP 2012 3-9: Grade 3 Math Reading

Level 1: Advanced 6% 6%

Level 2: Proficient 33% 53%

Level 3: Partially Proficient 22% 24%

Level 4: Not Proficient 39% 17%

Met or Exceeded 39% 59%Not Met 61% 41%

Number Included 119 119Number Tested 119 119


Fall MEAP 2012 3-9: Grade 4 Math Reading Writing

Level 1: Advanced 6% 2% 23%

Level 2: Proficient 44% 67% 53%

Level 3: Partially Proficient 21% 30% 23%

Level 4: Not Proficient 29% 1% 1%

Met or Exceeded 50% 69% 76%Not Met 50% 31% 24%

Number Included 112 112 112Number Tested 112 112 112

Note: * = Fewer than 10 students included.Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

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N/A = Not Applicable.Fall MEAP 2012 3-9: Grade 5 Math Reading Science








Fall MEAP 2012 3-9: Grade 6 Math Reading Social Studies




Level 4: Not Proficient 28% 14% 11



Note: * = Fewer than 10 students included.Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

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N/A = Not Applicable.

Fall MEAP 2012 3-9: Grade 7 Math Reading Writing








Fall MEAP 2012 3-9: Grade 8 Math Reading Science







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Fall MEAP 2012 3-9: Grade 9 Social Studies

Level 1: Advanced 1%

Level 2: Proficient 14%

Level 3: Partially Proficient 47%

Level 4: Not Proficient 39%

Met or Exceeded 15%Not Met 85%

Number Included 96Number Tested 96



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SchoolCity Summative Data 2012-2013*Scores indicated in percent of students that received 80% or higher on the Quarterly Cumulative Assessment

Reading Writing Mathematics Science Social StudiesQ1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Kindergarten 86 70 61 67 84 76 79 79 90 82First Grade 59 73 66 67 67 77 74 83 70 66Second Grade 69 77 61 66 66 62 72 60 89 76Third Grade 32 44 54 46 50 40 53 23 57 38Fourth Grade 68 72 45 40 56 47 79 41 66 61Fifth Grade 65 74 56 69 47 65 56 58 74 65Sixth Grade 11 20 21 32 89 80 63 86 50 52Seventh Grade 40 52 41 25 82 69 61 77 55 64Eighth Grade 46 50 44 39 70 72 86 59 32 62

Course Q1 Q2 Q3 Q4Biology 22 39Chemistry 53 77Physics 47 46Economics/Civics 81 81US History 34 34World History 22 61American Literature 35 34British Literature 43 92Reading Edge 40 6


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EdPerformance (Scantron) Testing 2012-2013Reading Math Language Arts

Fall Winter Spring Fall Winter Spring Fall Winter SpringKindergarten N/A N/A N/A N/A N/A N/AFirst Grade N/A N/A N/A N/A N/A N/ASecond Grade 1964 2108 1945 2077 2064 2174Third Grade 2213 2355 2123 2263 2235 2336Fourth Grade 2491 2565 2318 2448 2394 2448Fifth Grade 2585 2667 2427 2506 2466 2508Sixth Grade 2723 2777 2503 2595 2544 2589Seventh Grade 2811 2866 2579 2645 2592 2644Eighth Grade 2930 2978 2652 2705 2626 2661


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ACHIEVEMENT NETWORK (ANET) Testing 2013-2014 – A1English Language Arts

Grade Level DEPSA Network2nd 51 433rd 52 434th 49 425th 47 416th 37 337th 59 498th 54 43

- DEPSA o Overall averaging 8% over the network in ELAo All grades are above the network average with 8th grade being 10% over the network average and 6th grade being above the network by

4%, all other grades fell between 4 and 10% above the averageo Classes/Individual Teachers - scoring below the network average

Law 7th grade period 2 - 11% below Hyde 8th grade period 1 - 2% below Carlin 6th grade period 7 - 4% below Wilcher 4th grade - 1% below

o Classes/Individual Teachers – scoring more than 15% above network average Angle 15% above Fortier 22% above Ice 15% above Opfermann 23% above Hyde 8th Grade overall 16% above Love 8th Grade overall 15% above


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- Loving o 3rd Grade is the only grade level scoring above the network

3rd – Henderson +12% aboveo 5th Grade is the farthest below the network

5th - Cowgill -5% below - Glazer

o Second Grade and Sixth Grade are the only two grades scoring above the network. 2nd – Foster +13% 6th - Crothers +5%

o Rest of the grades are scoring below the network o Fourth Grade is the furthers below the network with -5%

MathematicsGrade Level DEPSA Network

2nd 67 533rd 59 454th 57 455th 55 396th 56 407th 46 328th 52 37

Mathematics- Overall averages for each school in the district: DEPSA 55%, Loving 48% and Glazer 38%. With the network average being 42%- DEPSA

o Overall averaging 13% over the network in Mathematicso All grades are scoring above the network average with 5th and 6th grade being at 16% over the network and 4th grade being 12% above the

network, all other grades fell between 12 and 16% above the network average.


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o Classes/Individual Teachers – scoring more than 15% above network average Smith 6th grade overall 16% Lindsey 8th grade overall 15% Angle 4th grade 24% above Clayton 5th grade 22% above Fortier 2nd grade 21% above Jones 3rd grade 17% above

Knight-Ingram 2nd grade 17% above Opfermann 5th grade 23%


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AYP Status - Students Assessed in Mathematics - Grades Tested 3-8


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Student group Student enrolled

Student Assessed

08-09

Percent assessed in 2010-2011

Two Year Average Percent

Three Year Average Percent

Met Goal Level - 95%

All Students 698 695 99.6% 99.6% 99.4% YES

Ethnicity Black or African American

698 695 99.6% 99.6% 99.4% YES

American Indian or Alaska Native

0 0 - - - -

Asian American, Native Hawaiian

or Pacific Islander

0 0 - - - -

Hispanic or Latino

3 3 - - - -

Caucasian 0 0 - - - -Multiracial 0 0 - - - -

Limited English Proficient

0 0 - - - -

Students with disabilities

24 24 - - - -

Economically disadvantaged

441 440 99.8% 101.2% 100.5% YES

AYP Status - Students Assessed in Reading - Grades Tested 3-8

Student group Student enrolled

Student Assessed

2010-2011

Percent assessed in 2010-2011

Two Year Average Percent

Three Year Average Percent

Met Goal Level - 95%

All Students 698 695 99.6% 99.6% 99.4% YES

Ethnicity Black or African American

698 695 99.6% 99.6% 99.4% YES

American Indian or Alaska Native

0 0 - - - -

Asian American,Native Hawaiian or

Pacific Islander

0 0 - - - -

Hispanic or Latino 3 3 - - - -Caucasian 0 0 - - - -Multiracial 0 0 - - - -

Limited English Proficient

0 0 - - - -

Students with disabilities

24 24 - - - -

Economically disadvantaged

441 440 99.8% 101.2% 100.5% YES


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Continuity of Instructional Program

Elementary 5th Grade (Population 109) (Students Tested 105)

Highest Grade Level in Building # of Students

# Students Met Expectations Reading

% Students Met Expectations Reading

# Students Met Expectations Math

% Students Met Expectations Math

Students who have been in the building since K

42 36 86% 35 83%

Students who moved into the building after K

63 27 64% 21

Middle 8th Grade (Population 116) (Students Tested 116)

Highest Grade Level in Building # of Students

# Students Met Expectations Reading

% Students Met Expectations Reading

# Students Met Expectations Math

% Students Met Expectations Math

Students who have been in the building since K

25 22 88% 19 76%

Students who moved into the building after K

91 82 90% 37 41%


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International Baccalaureate Middle Years ProgrammeAdvocacy and Public AwarenessThe International Baccalaureate Middle Years Programme (IB MYP) allows DEPSA to make best practices in education a new local and regional norm by empowering collaboration among school leaders, teachers and students. The school seeks to make high-quality, internationally minded educational experiences accessible to all children and thereby narrow the achievement gap. Through the IB MYP, DEPSA launches wider advocacy campaigns that raise public awareness of global educational excellence, champion efforts, and call for stronger support of specific needs regarding learning in the 21 st

Century.

By successfully performing these activities, DEPSA seeks the following near term objectives and ultimate goal:

Near Term Objectives

Professional development for existing and new staff membersThe beginning of the school year is a busy one for students and staff alike. The staff is trained through a two-week introduction to the Master Teaching program, which introduces them to the “language of learning” and their “learning environment.” The staff is also trained in another program called “Closing the Gap, Induction to Master Teaching”. They are given the opportunity to become acquainted with each other and the school’s culture through team building and workshops. Each staff member receives two weeks of curriculum training and planning prior to the beginning of the school year by representatives from our core curriculum companies, school curriculum Coaches, and specialist. The IB MYP coordinator, teachers, specific coaches and school administrators attend professional development workshops offered through the IB MYP annually to enhance the understanding of the IB philosophy and programme model that ultimately cultivates high student achievement.

Vertical and horizontal alignment of standards and expectationsTeachers are assigned according to their certification. They are responsible for designing curriculum, mastering instructional strategies, communicating with parents, and working effectively with colleagues. Teachers meet in house teams along with learning communities weekly. Each house team is composed of teachers with diverging levels of experience. This allows and fosters professional development opportunities while performing throughout the school day.

Ultimate Goal

Full implementation of International Baccalaureate Middle Years Programme (IB MYP)With a new innovative High School that opened in the fall 2010, DEPSA strives to provide a multi-leveled successful IB MYP model, which other educational leaders, policymakers, teachers, and parents can emulate.


65

Instruction by Highly Qualified Professional StaffStatement of Assurance of Highly Qualified TeachersDetroit Edison Public School Academy hereby assures as part of the [NCLB Act Sec. 1114 (b) (1) (C)] that all teachers teaching core subject areas within the school district are highly qualified. In addition, all instructional paraprofessionals meet the NCLB requirements for instructional professionals.

Strategies to Attract High-Quality Highly Qualified Teachers

Questions # of Teachers 0-3 Years 4-8 Years 9-15 Years >15Average number of years teachers in this school have been teaching

XAverage number of years current teachers have been assigned to this school

XAverage number of times a teacher has been absent during the past school year

4-5 Days


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District Actions to Ensure Hiring Highly Qualified Teachers

The district retains documentation related to announcing vacant positions Representative from Human Resources attends recruitment fairs On the spot interviews are conducted All resumes are keyed into a data base Applications and resumes are kept on file for one year

District Actions to Retain Highly Qualified Teachers

The district offers competitive salaries Instructional staff are required to participate in professional development aligned to state performance standards Personnel files are reviewed (3) times a year to monitor compliance Based upon enrollment and student needs teachers are allowed to loop with students to next grade level Based upon budget, enrollment, and performance staff bonus are available

Program Delivery Resources and ServicesAs part of our commitment to serve as “Hallmark of Excellence” in education, we provide services and programs as enrichment to core studies and also extra curricular programs and activities. We identify struggling students if they have not met state standards (MEAP), are not on grade level for reading which is identified through SCANTRON, have not met the requirements for MAT8, grades on report cards reflect below a 2.0, and/or are consistently tardy. Those students are referred for additional services for enrichment of core studies. The student data and information is reviewed monthly and quarterly through Solution Team Meetings (Success Network), Tutor Meetings, Curriculum Meetings, Learning Community Meetings to discuss student growth or lack of growth and programs that will provide support to students. The academic results for individual students are provided to the parents in a language they can understand; including interpretation and discussion of the results. The results of the data analysis and professional learning community discussions are then used to improve the school wide plan. In addition, we identify other factors and criteria that flag “At-Risk” students and offer the following programs:


67

Academic Support and Student Enrichment Programs Super Saturday Summer School (Summer Empowerment Academy) Junior Academy Tutoring Robotics Academic Games STEM Camp Student Council Debate Team Student Council Youth Leadership 9th Grade Summer Pre-College Advance Studies Global View of College Exploration and Job Readiness Diversity Training Math Corps Green Team Student Health Advisory Council FAST Successmaker

Student Achievement Report

Content: Reading School Year: 2013-2014Student Goal Statement: An increased number of fourth grade students will fluently read and understand grade level text by increasing the number of first, second, and third grade students who are able to read and comprehend grade-level text.

Active goal Maintenance goal Revised Goal

Statement of Gap in student Achievement: Based on the student assessment data, SCANTRON, ANET, School City benchmarks less than 50% of all students in grades 1st, 2nd, and 3rd grade scoring on grade level by the end of their respective grade levels.Contributing Causes for Gap in Student Achievement: It has been observed that more intentional modeling of thinking strategies will increase cognitive awareness, therefore heightening comprehension ability. The large class size is also a contributing factor in the limited reading progress of most primary students. A third component that contributes to the gap is an observed lack of comprehensive monitoring of student progress reading assessments, an imperative component of primary instruction.List multiple sources of data used to identify this gap in student achievement: Roots assessment SCANTRON benchmark assessments, MEAP and Student Data from Inform

Measurable Objective Statement to support Goal: 80% of all students in grades 1 and 2 will fluently read grade level text. This will be measured by the last SCANTRON assessment, where 80% of the students will be performing at or above grade level targets, thereby increasing 3rd grade proficiency level reading scores on the following years’ state assessment (MEAP).Strategy Statement: Primary teachers will receive more assistance in achieving the goal by focusing on differentiation instruction and monitoring individual student progress.


68

Content: ReadingActivity to

implement the strategy

Staff responsible for

implementing activity

Timeline for activity

Resources Needed for Activity Monitoring Plan for the

Activity

Evidence of activity success

Begin End Materials/Resources Sources/$

Ensure all teachers are trained in Roots & Wings

Curriculum Coach – Ware

9/11 10/11 Manuals SFAConsultant, Curriculum

Coach

Title 2 Sign In Sheets Increased SCANTRON scores based on lexile rubrics, Tech Support

All teachers trained in FTP and Word Power

Curriculum Coaches 9/11 10/11 Manuals, Curriculum Coaches

Sigh In Sheets/ Observations

Increased SCANTRON scores based on lexile rubrics, Tech Support

Observations of release time proficient teachers

Assistant Principal’s 9/11 Ongoing Schedule Switch CC’s cover classes

AP’s subs

Sub nows Operating

Budget

Executive Team/CC’s

New Teachers improved

Two Curriculum Nights for parents

Director of Curriculum

11/11 1/12 -Curriculum Material-Copies for parents of items

Operating Budget

volunteers

Written evaluation by parents

Great turnoutParent feedback

Tutoring (SFA) Tutoring Staff 9/11 Ongoing Success makerStudy Island

Fast

At Risk/ Title I Director of CCReading CC

Onsite support

Students progressed in reading scores

Saturday tutoring Withers & Garvin 11/11 5/12 Day source resourcesGlory (Math)

Title I Report to Director of CC supervisor

(S) Reading/Writing at grade level

Learning Communities focused on individually grade level goals

Lead Teachers 9/11 Ongoing CC resourcesSchool City Results

Operating Budget

LT meetingsCC, LC meeting

School City Review

Agendas, minutes, improvement of (S) achievement data/SCANTRON

Ensure program is implemented as designed and intended

Curriculum Coaches, Assistant Principals. Teacher Leaders, Director of Curriculum

9/11 Ongoing CC resources Operating Budget

Lesson Plans, observations and

data from assessments

Raise MEAP scores, MAT scores SCANTRON/Assessment

Incentives for Read & Respond. Monitor Read & Respond daily

9/11 Ongoing AP Field Trips Activities Budget

Percentage% monthly Profile QAS

Increase students Reading/Writing

After school tutoring Assistant Principal 10/11 Ongoing Curriculum materials Title I Attendance Sheets, Lesson Plans observation

Increase in reading scores

Parent workshop (Below Level S’s)

Assistant Principals, Teacher Leaders, Teachers Curriculum Team

11/11 5/11 Read & Respond LogsReading Strategies

Reading Reels

Sign-in Sheets Increase in parent awarenessIncrease in reading scores


69

SFA Workshops AP, CC, DOC9/11 5/11 -SFA

-Technology-Library-Reading Reels

Title II Sign-in sheets Increased scores in Reading/Writing

Kindergarten Teachers will focus on Oral language development using Solo’s to assess growth


9/11 5/12 Kinder corner(Kinder roots)

Operating Budget

AP, CC, DOC Growth in solo speaking in full sentences

Roots teachers will focus on phonics and FTP


9/11 5/12 SFAFTP

OperatingBudget

AP, CC, DOC QAS increase in FTP scores

Wings teachers will focus on clarification and comprehension


9/11 5/12 SFA Operating Budget

AP, CC, DOC QAS increase in SCANTRON scores

All Teachers K-8 will use cooperative learning structures

Teacher LeadersTeachers

9/11 5/12 SFA PBS Plan5E’s ScienceReading Edge

Operating Budget

AP, CC, DOC, LT Positive classroom management

Teachers will award points based UPON THE 5 KEYS of Cooperative Learning Strategies

Teacher LeadersTeachers

9/11 5/12 SFAReading Edge

Operating Budget

AP, CC, DOC, LTObservations

Observations positive classroom management

Teachers in K-5 will use TPS, Numbered Heads, Random Sticks

Teacher Leaders 9/11 5/12 Colored Sticks Operating Budget



All Wings students who are reading at the roots level parents will be contacted to check out Reading Reels

Teacher Leaders 9/11 5/12 SFA Operating Budget



Withers will observe day one of all teachers to ensure that setting the stage, active instruction and vocabulary vault is being implemented

Assistant PrincipalsCurriculum Team

9/11 5/12 SFA Operating Budget

CC Increase in scores SRF

Incentives will be put in place to increase the quality and number of returns for Read and Respond forms.

Assistant PrincipalsTeacher Leaders

9/11 5/12 Sign outside room Operating Budget

CC, DOC, SFA Consultant

Increase in scores SRG

Reading strategies will be embedded into social studies lessons.

Assistant PrincipalsCurriculum Team

9/11 5/12 Lesson PlansReading StrategiesRevised Schedule

AP, CC, DOC, LTObservationsLesson Plans

Increase in reading comprehensionIncrease SCANTRON Lexile Scores

Improved Report Card GradesIncreased MEAP Scores

Increase the exposure to expository text by

Delta/Foss TrainersDirector of

9/11 5/12 Delta/Foss Science Materials

Title I EvaluationsLesson Plans

Increased SCANTRON Lexile ScoresImproved Reading & Science Report


70

developing cross curriculum lesson with science using level readers.

CurriculumCurriculum Team

SFA Reading Strategies ObservationsHouse Meeting

Minutes

Card GradesIncreased MEAP Scores in Reading &

Science

Content: Mathematics School Year 2013-2014Student Goal Statement: All students will increase mathematics MEAP scores. Active goal Maintenance goal Revised GoalStatement of gap in student achievement: According to the 3-year item analysis and district assessments students perform the lowest in the area of measure.Contributing Causes for Gap in student Achievement: A lack of teacher preparation and implementation of games has cause partial low performance for our students. In addition, curriculums not being align to the state expectation and EM assuming children have been using the program from Pre-K to 5th grade.List multiple sources of data used to identify this gap in student achievement:MEAP State Criteria Reference Assessment, SCANTRON, ANET, School City Benchmarks Common District Assessment, and MAT-8 Norm Reference Assessment

Measurable Objective Statement to support goal: Students in grades 3-8 will increase their overall math proficiency in the area of measurement, geometry, number sense, and data. Our goal will be to increase the all grade level mean percentage by 15% thereby increasing the overall proficiency percentage continuing to sustain mathematics percentages in the upper 80% to 90%.Strategy Statement: All teachers and instructional staff will be responsible for increasing the amount of intentional concentration in the area of measurement, geometry, number sense, and data. Also using differentiated instruction including the researched based practice of EM mathematics when teaching the concepts and the support of the Curriculum team and lead teachers will create another opportunity for students to deepen and broaden their cognitive connections.

Content: MathematicsActivity to implement

the strategyContributing

CauseStaff responsible for implementing

activity


Resources Needed for Activity Monitoring Plan for the Activity


Begin End Materials/Resources

Sources/$

Ensure all teachers are trained in curriculum

Lack of experience with curriculum.

Curriculum Coaches – Gassaway and Robinson

8/11 11/12 -Leads, CC’s, Outside presenters-Teacher Kits

Curriculum fund

Curriculum training before school starts

Observation Data

After school tutoring Low Achievement Curriculum Coached and APs – Gassaway, McIntosh, Assnt Principal Szymanski, experienced teachers

Q2 06/12 -Teachers, MEAP Coach books-Manipulative-Supplemental Curriculum

At risk Funds Identify critical students and schedule time for tutoring

Observation Data


71

Saturday school tutoring Low Achievement Curriculum Coaches- Gassaway, McIntosh and Robinson experienced teachers

Q2 06/12 Teachers, MEAP Coach books-Manipulative-Supplemental Curriculum

At risk Funds Identify critical students and schedule time for tutoring

Observation Data

Modeling lessons for teachers

Lack of experience with curriculum.

Curriculum Coaches, Teacher Leaders

08/11 06/12 -CC’s, Leads Subs now title 2

Identify teachers in need, assign mentor teachers to model lessons

Observation teacher modeling observation form

Ensure program is implemented as designed and intended

Low Achievement Curriculum Coaches, Director of Curriculum, Assistant Principals

08/11 Ongoing -Teachers, subs, CC’s Substitute Now, title

funds 2

Professional development for

teachers observations

Observation Data

Curriculum Night Lack of parental involvement

Director of Curriculum, Curriculum Coaches

09/11 01/12 -Leads, CC’s-Prize-Copies-GLCE’s

Title funds Utilize parent sign-up sheet

Parent evaluation

Primary – 2nd Grade math tutoring

Low Achievement Curriculum Coaches, tutor

Q3 06/12 -Tutor-Curriculum-Manipulative

At risk funds -Turn in lesson plans-Observations

Observation Data

Learning Community Meetings to focus on gaps in student achievement

A gap in teaching instruction


08/11 06/12 -Teacher, CC’s-Data Results-School City

IA Title funds -Agendas-Minutes-Data

Observation Data

Grade level incentives for time test – mental math

Minimal student performance

Curriculum Coaches, teachers

09/11 06/12 -Timed Test-Website-Graphs

-MCC Donation-Teaching supply budget

-Update of graphs Graph results/data

Embedding included in pacing chart for GLCE’s not covered in curriculum

Gap in curriculum materials

Curriculum Coaches 09/11 Ongoing -CC, teacher pacing chart-Supplemental Materials

N/A -Turns in lesson plans, CC observation

-Observation Data-Lesson Plans

Embedding plans put in place after each unit for weak areas

Teacher instruction student

performance

Curriculum Coaches, teacher

10/11 06/12 -CC, Teacher-School City data-Supplemental material

N/A -Turns in lesson plans, CC observation

-Observation Data-Lesson Plans

6th – 8th Grade student text books available online

Instructional Technology SpecialistCurriculum Coaches, teacher

09/11 06/12 Textbook LicenseSoftware

Website Improved student achievementEvaluationMore students on grade level

Smaller class sizes in 6-8 Curriculum Coaches, teacher

09/11 06/12 Math Coaches Attendance Roster Improved student achievementEvaluationMore students on grade level

Ensure LCD projectors are available for all 6-8 math teachers


09/11 06/12 LCD ProjectorsInventory List

Inventory Encourage instructional technology to enhance the lesson

Learning Community Meetings twice a month in Junior Academy to


08/11 06/12 Data Sign-In SheetsLesson Plans

Student Samples

Improved student achievementEvaluationMore students on grade level


72

focus on gaps in student achievementJunior Academy student assessment will be developed in the School City system to ensure immediate data


09/11 06/12 Access CodesTech Support

Sample Assessments

Timely Feedback to Teachers, Students and Parents

Develop an Algebra class for students so they can receive High School credit.


09/11 06/12 Algebra Text BooksSupplemental Algebra

MaterialsTraining

Lesson PlansStudent Report

Cards

More students on grade levelImprove High School TransitionsFoundation for MME Preparation

Math for Understanding Tutoring Class to increase metal math fluency, problem-solving strategies, and develop critical thinking skills.

Minimal concept understanding.Lack of fluency

limits the ability to problem solve

Math for Understanding TrainerCurriculum Coaches, Teacher Leaders

09/11 5/12 Math for Understanding CertificationWorkbooks

Technology CDManipulates

Title IA Funds Sign-In SheetLesson Plans

Student Samples

EvaluationsImproved Student’s Attitude Towards Math

Increase in School City ScoresIncrease in SCANTRON Scores

Increase in Math Scores


73

Content: Writing School Year 2013-2014Student Goal Statement: The number of students in grade levels3-7 will increase from partially proficient to proficient

Active goal Maintenance goal Revised Goal

Statement of gap in student achievement: Over the past 3 years writing has constantly remained an area of weakness for grades 3-8. The inconsistency of scores has been a direct reflection of the lack of training of our comprehensive instructional writing curriculum.Contributing Causes for Gap in student Achievement: Improper use of grammar and sentence structure, along with inappropriate transition usage for students in grades 2-5. Students’ inability to create a comprehensive expository and narrative writing on the state assessment. Another contributing factor in the gap is a student’s inability to recognize the writing process components.List multiple sources of data used to identify this gap in student achievement:MEAP State Criteria Reference Assessment, ANET, School City Benchmarks, PASeries and student writing sample scored by teachers/Curriculum

Measurable Objective Statement to support Goal: Grades 3-8 will increase their writing proficiency.Strategy Statement: Students’ writing proficiency on the MEAP assessment for grades 3-8 will move two points in Writing From Knowledge and Experience and writing scores will move one/two points for Peer Response

Content: Writing

Activity to implement the strategy

Staff responsible for implementing

activity


Resources Needed for Activity Monitoring Plan for the Activity


Begin End Materials/Resources Sources/$All ELA teachers will receive professional development training on the components of the existing differentiated instruction writing programs utilized in curriculum. Those programs include Step-Up to Writing and the 6+1 Traits of Writing. Both programs influence the effectiveness of the student’s growth in knowledge of genres and the writing process.

Curriculum Teams 8/11 05/12 Handouts, Binders, Materials from training

Curriculum Materials

Learning Community Meetings

House Meetings

Assessment Results, Observations


74

Teachers will utilize Reading Edge as an enrichment resource for applicable students through tutoring

Contracted and Trained Teachers

11/11 06/12 Reading Edge Materials Curriculum Team monitoring, Data results of SCANTRON and School City

Data Results

DEPSA’s JA Curriculum will include a writing-based “Special” for 6th Grade and 8th Grade that focuses on strategies for understanding writing genres and the writing process.

Teacher, Curriculum Leader, and Teacher Leaders

08/11 06/12 Course Materials Observations, Monthly Assessment

Data Results, Student Projects

DEPSA Teachers and Administration will develop and implement a positive attitude and encourage and enforce a positive Learning Environment.

Administration, Teachers 08/11 06/12 Tribes, Covey Observations, Student Surveys

Observations of students and student morale

Cross-Curricular Training, Teaching and Implementation of the various writing programs that are utilized within the curriculum

Teacher Leaders, And Curriculum Leaders

10/11 06/12 Researched Based Curriculum

House Meetings,Observations

Lesson Plans, and Implementation

Increase writing conferencing by meeting with students during specials. Target writing traits.

Assistant Principals,Teacher Leaders,Curriculum TeamsAcademic Achievement Coach

9/11 5/12 Step Up to Writing MaterialsWrite TraitsState RubricSupplemental Writing Materials

House Meetings,Conferencing Slips

Common Language for WritingStudent’s verbalizing rubric requirementsIncreased Parent and Student Awareness

Parent & Volunteer training to support in class writing conferencing.

Academic Achievement Coach,

9/11 5/12 Step Up to Writing MaterialsWrite TraitsState RubricSupplemental Writing Material

Parent Volunteer HoursConferencing SlipsStudent Writing Samples

Common Language for WritingStudent’s verbalizing rubric requirementsIncreased Parent and Student Awareness


75

Systems Processes and Practices1# Schoolwide InitiativesStrand I - Teaching For LearningStandard 2 - InstructionBenchmark A: Planning B: Delivery: Schools and teachers to facilitate high levels for all students learning used2A: Intentional processes and practices.2B: Instructional practices are used to facilitate student learning


Staff responsible for implementing

activity

Timeline for activity Resources Needed for Activity Monitoring Plan for the Activity

Evidence of activity successBegin End Materials/

ResourcesSources/$

Learning Communities will work to develop pacing and implement pacing charts for all subject areas.

Grade Level/ Subject area teams

8/10 11/12 Data Results, Researched Based Curriculum

Observations, Lesson Plans

Lesson Plans, School City Data Results

Curriculum Coaches will have a meeting with the principal, Director of Curriculum, and Principals to discuss observations, modeling and embedding strategies. Meetings will be held monthly.

Superintendent,Leadership Team, C.C

08/10 06/12 Data Results and Samples of student work

Minutes from meeting Sharing of effective coaching

There will be tutoring sessions for identified students twice a week beginning in November.

Reading Coach Tutors 11/10 05/12 Research Based Curriculum

Tutoring Lesson Plans Data Results, Teacher Feedback

Embedding will focus on areas identified in data GAP Analysis and as indicated by the changes, which have occurred on the MEAP test. (I.e. Listening Comprehension, main idea,

MEAP Teachers, Curriculum Coach, Assistant Principals

09/10 05/12 Embedding identified in Data Gap

House, Learning Communities and Grade level Meetings

Data Results


76

supporting detail, partner reading with direction, think/pair/share), curriculum mapping, and any area identified by the teacher.

Teachers will use information from the building based intervention team and Tutors to individualize instruction to better meet the needs of each child. Adjustments will be documented in student’s file.

Teachers, Tutors,Solutions Team Network

09/10 06/12 Grade Results, Teacher Feedback

Lesson Plans Data Results

Instructional Technology Specialist will coordinate and align technology standards and core curriculum to enhance learning

Instructional Technology Specialist, DOC, Curriculum Team

08/10 05/12 Technology StandardsCore Content GLCE’sTraining MaterialTechnology ResourcesLCD, Lap Tops, Ipods

Title II D Sign-in SheetsEvaluationsLesson PlansObservations

Increased Web Site ActivityAssignments Posted on WebProjects aligned to Technology StandardsVideo Presentations

2# Schoolwide InitiativesStandard III – Personnel & Professional LearningStandard 2: Professional LearningBenchmark A: CollaborationB: Content and PedagogyC: Alignment2A. Professional learning is conducted with colleagues across the school/district on improving staff practices and student achievement2B. Professional learning at schools/district emphasize both content and pedagogy of teaching for learning2C. School /district professional learning is needs based, aligned, job-embedded, and result-driven.

Content: ELA/MathActivity to

implement the strategy

ContributingCause

Staff responsible for

implementing activity


Resources Needed for Activity Monitoring Plan for the

Activity


Begin End Materials/Resources Sources/$Peer observation during P.D. 1-2x per weekModel Math preparation ProceduresEnsure all teachers are trained

Time restraints, lack of experienceLack of preparation

Teacher LeadersCurriculum Coach

9/119/11

12/1210/12

Observation formsLeads, MathManuals, SFA, Consultant, C.C.

Title 2Follow-up with teamObservationsSign-In Sheets

Leads observation of improved classroom managementImproved math scoresIncreased SCANTRON scores – Tech Support


77

Purchase “Winn-Winn SolutionsMath game model/experienceRoots & Wings

Lack of classroom managementNot understanding games

AdministrationHouse

9/11 Amazon.comGame/tool kits

Lead Book ResponseObservationsObservations

Decreased incidents improved morale.Improved use of various math gamesBased on Lexile Rubrics

Classroom management P.D. brought inMath lesson model/experienceAll teachers trained in FTP & Word Power

Professional DevelopmentNot understanding program

AdministrationHouseC.C.

12/119/119/11

10/12 ConsultantCurriculumManuals, C.C.

EvaluationObservationsSign-In Sheets/Observations

Improved use of various math gamesBased on Lexile Rubrics

Develop a classroom management manualBrainstorm best practicesObservations of proficient teachers (release time)

Not understanding, lack of experiences

Leadership Team

AcademyA.P.’s

9/1112/11

9/11

6/12

Ongoing

DEPSA Express

GLCES, resources of lessonsObservation form

Timelines for completionEvaluationObservations

Observations

Increased SCANTRON scores, per teacher

Professional Development aligned with C.N.A and goals of the SIP during staff induction / ongoing throughout school year during PLCs and 1 on 1s

Professional Development alignment with Goals of SIP

Curriculum Team 8/11 Ongoing Observation Forms, Curriculum Team,, Resources of Lessons, Consultants, Computers, Training Materials, Teacher Support

Observations,1 on 1 follow up with teachers EvaluationsJob embedded P.D.

Improved instructional strategies, Enhanced curriculum rigor,Improved student achievementIncreased SCANTRON scores per teacher

Classroom management during teacher inductionEB lessons for whole yearTwo Curriculum Nights for parents

Alignment Curriculum TeamHouse

Director of Curriculum

8/1111/11

11/11 1/12

ConsultantMath resources, GLCES

Pacing, GLCES, Class Materials Title 1

EvaluationMath C.C.

Parent Sign-In, Evaluations

Math C.C., School CityAssessments, ObservationsParent Turn-Out

Mock Management/Behavior SituationsMath Night

Tutoring (SFA)

Parent lack of understanding of program

S.I.T.

Leads, C.C.

Tutorial Staff

11/11

10/11

9/11 Ongoing

Scenarios Participants

Cards, beans, dice, games, algorithms

Alphie’s Alley, Computers, tutor Manuals

Evaluations

Evaluation

Assessments, Attendance, Teacher-Tutor Communication

Evaluation

More students on Grade-Forms level

Model Preparation proceduresParent Handbook Home ConnectionSaturday Tutoring

Lack of preparation

Not familiar

Leads

C.C.

Withers/Garvin

9/11

10/11

11/11 5/12

Leads

Cards, beans, dice, games, algorithmsEmbedding materials, Dolch Rdg. Materials

Title 1

Observations

Evaluation

Meetings, Observations, Sign-In Sheets

Improved student achievementEvaluation

More students on grade level

Share Website

Learning communities focused on individual grade level goals

Not familiar House Newsletter

Teacher Leaders 9/11 Ongoing

www.everydaymath.uchicago.edu

Student data

Evaluation

Attendance, sign-in sheet

Successful implementation of program

Ensure Program is implemented as designed

C.C.. A.P., L.T., D.C. 9/1 Ongoing Observation Forms Pacing, Scope & Sequence

Meeting Notes, Observations

Observations, student data


78

http://www.everydaymath.uchicago.edu/

and intended

Incentives for Read and Respond

T. monitor Read and Respond Daily

After-school Tutoring (3rd grade)

Parent Workshop (Below Level 5’s)

“

“

Interventionist

A.P., Curriculum Team, L.T.

9/11

8/11

10/11

11/11

Ongoing

9/11

Ongoing

Field Trips/Activities

Read and Respond Chart

SFA Curriculum Materials

SFA Curriculum, Read and Respond for LCD projector TV/VCR,

At Risk

Title 1

Graph, (T. Incentives) Account

Graph

Sign-In, Attendance, Assessments

Sign-In

Team points up, R&R up, Increase turn inGraph, Increase Student Scores

More students on grade level

Parent Attendance

3# Schoolwide InitiativesStandard 1 - Parent/Family InvolvementBenchmark B: EngagementIV.1.B.3 Decision-Making: The school believes that parents and families are partners in helping students and the school success. In this role, they serve an important function as participants in the decision-making process. Particular efforts are made by the school to assure that the demographics of parents in leadership roles represent the diversity of the school population.

Activity to implement the

strategy

Staff responsible for implementing activity



Begin End Materials Sources/$Increase parental understanding of school improvement by selecting 2 parents to attend the Fall 2009 MDE School Improvement Conference

K. Bland, S. Brown, Peoples 9/2011 12/2012 RegistrationParent Application for

Selection

2 at $150 Title I Set Goals for attending conf.EvaluationReview of Parent Application

Parent sharing SIP info with staff and parents

Parents providing strategies to increase parental involvement.

Student Ambassadors will lead parent info sessions during parent teacher’s conference.

S. Brown, Withers, Szymanski, 10/2011 5/2012 List of Instructional Strategies

Training ProtocolStudent Selection

Process

Student Selection ProcessMeeting Outline & Protocol

Increased Parent AttendanceIncreased Student Attendance

Parent partner reading buddies to improve read & respond homework submission.

S. Brown, Withers, Szymanski 10/2011 5/2012 Selected Reading Passages and TextTraining Materials

Training Materials & Sign InReading Logs

Increase homework participation

Increase Parent AwarenessIncrease Reading Lexile Scores


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Parents will support the writing process by conferencing with students using the traits of writing.

S. Brown, Withers, Szymanski 10/2011 5/2012 Training MaterialsTeacher Support

ScheduleStudent Writing Samples

Writing Rubrics

Training Materials & Sign InConferencing Slips

Increased Writing Scores on Standardized Assessments

Increased Parent Awareness

Monthly parent curriculum workshops.

Curriculum CoachesDirector of Parent and

Community Partnerships

8/2011 5/2012 Instructional StrategiesPresentation Protocol

Calendar

Copies of MaterialsTitle I

Training Materials & Sign InEvaluations

Homework Support for StudentsIncreased Parent AwarenessStudent Report Card Grades

ImproveProvide an incentive program for parents that serve on school committees/teams

Success Network9/2011 Ongoing Breakfast, Dinner,

Certificates, Gifts, Stock, Trophies

Budget Provide an incentive program for parents that serve on school committees/teams

Increase Parent Awareness and Involvement

ADD Participation on committees to parent appreciation activities that exist

CRDSuccess Network

9/2011 Ongoing Existing CostADD Participation on committees to parent appreciation activities that exist


Movie tickets, Dinner for 2-4, other gifts for students Teachers

Assistant Principals

9/2011 OngoingAMC/STARRed Robin

Movie Tickets/Dinner passes

CRD Budget Movie tickets, Dinner for 2-4, other gifts for students


Free family portrait for top family participation Success Network

9/11 Ongoing Vendor Services Cost of Portrait Free family portrait for top family participation

Build Parent & School Relationships

Encourage parents to enlist other family members to participate in committees/teams in addition to immediate participation from parents

Success Network9/2011 Ongoing Fliers, Letters,

CorrespondenceCRD Budget Encourage parents to enlist other

family members to participate in committees/teams in addition to immediate participation from parents


Provide more information to parents on Service Learning Project. Encourage parents to participate in service

Success Network9/2011 Ongoing The League Organization Grant Provide more information to

parents on Service Learning Project. Encourage parents to participate in service


1 Family Trips:Pass to Cedar Point, ZooKalmari, Dinner, Movies,

Teacher LeadersInstructional Leaders

9/2011 Ongoing Passes School-wide fundraising

1 Family Trips:Pass to Cedar Point, ZooKalmari, Dinner, Movies,



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Strategies to Increase Parental Involvement:Always continuing to increase our parental involvement is improving every year. We continue to encourage participation in events at the school with a lot of publicity and notification. We have several events planned at the school for parents to be involved including but not limited to:

1. Sporting events2. School Improvement Meetings3. Eastern Market Harvest Celebration4. MEAP rallies5. Target Points6. Breast Cancer Walk7. Community Events8. Parent-Teacher Conferences9. Title 1 Annual Dinner10. Recruitment Fair11. Lead Teacher Curriculum Reviews12. Recycling Program13. School Garden14. Traffic Volunteer15. Fundraising16. Chaperones17. Tutoring18. Classroom assistants19. DEPSA Green School Committee20. Curriculum/Open House Night21. Eastern market DEPSA Day22. Performing Arts Productions23. Focus Hope Walk24. Hip to Be Fit


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4# Schoolwide InitiativesTimely and Additional Assistance to Students[NCLB Act Sec. 1114 (b) (1) (I)]Solution Network TeamA positive and preventive approach designed to give students clear goals, structured support, and positive reinforcement.





Begin End Materials/Resources Sources/$Success Network Training to identify early signs of disruption in student learning and behavior.

Success Network TrainerK. Bland, S. Brown

08/11 5/12 Sign in SheetsEvaluationsMeeting MinutesReferrals

Reduction in Tier I Referrals for RTI

Quarterly Solutions Team Network Meetings

K. Bland, S. Brown 7/11 On going Individual Team MinutesActivity SchedulesSuccess Network Manuals 5 at $

Sign in SheetsEvaluationsMeeting Minutes

EvaluationsImplemented ActivitiesStrategies Embedded in Cross Grade Level Activities

Attendance Team Shelman, Ware, B. White, Rodgers, Brown-Coates, Stewart, Reed

10/11 5/12 Incentives All Logs Power School

Monthly MeetingsSign in Sheets

Reductions in Late ArrivalsImproved TrackingTimely Zangle Updates

Positive Behavior Support Team Green, Shelman, B. White, Burris, Boueiri Tolbert, Ice, Thaxton, Peoples, Alexander, Ross

10/11 5/12 Incentives Referrals (Inform) Staff meetings, child study

Reduction in ReferralsIncreased Student ParticipationStudent Led Awareness Activities

Community Connection Team Garvin, R. Bland, Gillon, Shahid, Lett

7/11 5/12 Incentives Community Involvement invitations

Sign in sheets and letters

Tracking awardsIncreased Community VolunteersInternships/Job Shadow

Parent volunteer/Parental Involvement Team

Jones, C. Brown, Withers 7/11 5/12 Community Awards/ Donations Awards

Sign In Sheet Increased Parent VolunteersParent SurveyIncreased Attendance for Parent Teacher Conference

Intervention Team S. Brown, K. Bland, Jones, Shelman, Green, Angle, Garvin, Szymanski, B. White, Shepich

10/11 5/12 Assessment Results Observation Solution Team Referrals

Praise Reports, C. C. Reports, Overall increase in scores Tutoring Levels ReducedReduction in Referrals


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Increase Shared Strategies Among the Teachers


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5# Schoolwide InitiativesTransition Plan[NCLB Act Sec. 1114 (b) (1) (G)}Developmentally appropriate transitional strategies to encourage awareness and support in social, emotional, cognitive, and physical transition.

Activity to implement the

strategy




Begin End Materials Sources/$Parent Academy Orientations: Increase parental understanding of grade level mile stones and provide target strategies to support the grade level transition

Assistant Principals, Director of Curriculum, Curriculum Team, Special Education &

Student Support Team

5/2011 8/2012 RegistrationParent ApplicationStudent Transition

Information

Set GoalsEvaluationReview of Parent Application

Parents

Students receive two weeks of character education, peace path, and organizational strategies to help build social responsibility to create a sense of community the beginning of the fall and winter semester.

Assistant Principals, Director of Curriculum, Curriculum Team, Special Education &

Student Support Team

9/2011

1/2011

9/2011

1/2011

Success Network Materials,

Character Camp Resources

Student AttendanceLesson PlansCharacter Camp Training Sign In

Student WorkStudent Participation In

AssembliesReduced student infractions compared to previous year

Teachers in transitional grades such as Pre-k to Kindergarten, 2nd to 3rd, observe others teachers one grade level ahead to re-enforce instructional expectations.

Assistant Principals,Director of Curriculum,

Curriculum TeamTeacher Leaders

9/2011 5/2012 Grade Level Content ExpectationsObservation Forms

Observations Forms Students are academically better prepared for the next grade

level.

Although MEAP testing is only grades 3-8, Pre-K through 2nd grade teachers are included in the data analysis training and review related to MEAP.

Assistant Principals, Director of Curriculum,

Curriculum Team,

8/2011 5/2012 Training MaterialsMEAP Scores

Sign In SheetEvaluationsEmbedding plans

Students better prepared for the MEAP

Foundational vertical curriculum used to build skills needed to master core GLCE’s like Curiosity Corner, Kinder-corner, Everyday Mathematics, Roots, and Wings.

Director of Curriculum,Curriculum Team, andTeacher Leaders

8/2011 6/2012 Instructional StrategiesPresentation Protocol

CalendarCurriculum Resources

Training Materials &Sign InEvaluations

Students demonstrate prior knowledgeIncrease in student performance


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Statement of Non-Discrimination Federal Office of Civil RightsThe school complies with all feral laws and regulations prohibiting discrimination and with all requirements and regulation of theU. S. Department of Education. It is the policy of this school that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, martial status or disability shall be subjected to discrimination in any program, service or activity for which the school is responsible, or which it receives financial assistance from the U.S. Department of Education.

Title of School: Edison PSAAddress: 1903 Wilkins Detroit, MI 48207Telephone Number: (313) 833-1100

References:Title VI of the Civil Rights Act of 1964,Title IX of the Education Amendments of 1972,Section 504 of the Rehabilitation Act of 1973,The Age of Discrimination Act of 1975,The Americans with Disabilities of 1990Elliott-Larson prohibits discrimination against religion.


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Appendix AStatement of Purpose

Detroit Edison Public School Academy values professional development as fundamental to the success of the district. Professional development increases educators’ knowledge and enhances their professional skills, educators’ understanding and appreciation for the varied needs of students, enhances educators’ capacity to facilitate the learning success of all students. This Professional Development Master Plan has been developed to provide the structure and means through which educators continuously enhance their professional competency and simultaneously satisfy the Michigan Standards for Ensuring Excellent Educators and maintaining the appropriate Michigan certification. The primary aim of this Master Plan is the enhancement of learning for all students. As a means to that end, the procedures and tools of this plan are intended to facilitate the individual and collective growth of all district educators. This plan recognizes that high quality professional development that improves the learning of all students is:

driven by the results of a regular and systematic analysis of a variety of data and information on student learning focused on the effective implementation of research-based educational practices responsive to the unique learning needs and styles of each

individual educator best accomplished through the development of collaborative learning communities whose goals are aligned with the improvement priorities of

the district.

OverviewThe purpose of this comprehensive plan is to promote student achievement by providing learning opportunities for staff, aligned with building and District goals, as well as address the needs of individual teachers. The intent of the Professional Development Plan is to continue to improve the quality of teaching and learning by ensuring that teachers participate in substantial, on-going professional development in order to remain current with their profession and to meet the diverse learning needs of their students. We also recognize the necessity of ensuring teachers stay current with innovative techniques, strategies and technology for students to become global citizens. This plan is an integral part of a comprehensive district-wide plan for continuous improvement.Harvard researcher Ronald Ferguson (2006) examined five challenges to consider in achieving and sustaining effective teacher professional development. These challenges include:

Introducing new activities in ways that inspire buy-in; Balancing principal control with teacher autonomy; Commiting to ambitious goals; Mainitaining industriousness in pursuit of those goals;


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Effectively harvesting and sustaining the gains that are realized.

Goals:Goal 1: Designing Professional Development-Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-embedded learning; and incorporates knowledge of how adults learn.Goal 2: Content Knowledge and Quality Teaching-Professional development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress.Goal 3: Research-based Professional Learning-Professional development is research-based and provides educators with opportunities to analyze, apply, and engage in research.Goal 4: Collaboration-Professional development ensures that educators have the knowledge, skll, and opportunit to collaborate in a respectful, trusting environment.Goal 5:Diverse Learning-Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students.Goal 6: Students Learning Environments: Professional development ensures that educators are able to create a safe, secure, supportive and equitable learning environments for all students.Goal 7: Parent, Family and Communiy Engagement: Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community stakeholders as active partners in children’s education.Goal 8: Data-Driven Professional Practice-Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth.Goal 9: Technology-Professional development promotes technological literacy and facilitates the effective use of all appropriate technology.Goal 10: Evaluation-Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.

Types of Professional Development ActivitiesNew Paradigm For Education District encourages its professional staff to participate in learning activities that foster professional learning and growth. The purpose of professional development is for staff to engage in meaningful and ongoing activities in a collaborative learning community with the goal of improving instruction and student achievement.Research supports professional development that:

Deepens teachers’ knowledge of content and how to teach it to students.Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

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Helps teachers understand how students learn specific content. Provide opportunities for active, hands-on learning. Enables teachers to acquire new knowledge, apply it to practice, and reflect on the results with colleagues. Is part of a school reform effort links curriculum, assessment and standards to professional learing. Is collaborative and collegial. Is intensive and sustained over time

(Darling-Hammond,L., & Richardson N. 2009)The following activities support self-directed learning, the development of pedagogical skills and content knowledge, collegiality, and self-reflection.

Action Research Articulation Meetings (vertical & horizontal alignment) Classroom Modeling (On-going support by expert & consultant) Teacher Tubes & Real Time Coaching Participation in Professional Organizations Pre and Post-Observation Meetings Coach Presentations & Professional Learning Community Meetings Collaborative Planning Professional Conferences Professional Portfolios Writing Across the Curriculum School Visitation & Peer Review School-University Partnerships District-School Based Leadership Teams Grade Level & Executive Team Meetings Coaching & Mentoring Program Teachers Summer Institute Members of State-Wide, National Boards & Committees


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Self-Evaluation & Self-Reflection

Needs Assessment Survey:Members of the Executive Leadership team developed a comprehensive Needs Assessment Survey designed to elicit feedback from teachers to identify their professional development needs. This on-line survey was administered to all the teachers in the Spring of 2014. A total of 27 teachers responded to the survey and the survey consisted of 19 questions.Summary of Results:Current Employment:3.7% taught Pre-Kindergarten; 33.33% taught Primary Grades, K-2; 25.93% taught grades 3-5; 29.63% taught Middle School, 6-8; 7.41% taught Fine Arts.Additional Effective Instructional Strategies and Teaching Methods:Staff indicated they would like additional professional development in the following areas: Mathematics, 53%; Reading, 42.31%; The Arts, 19.23%; Science, 38.46%; Social Studies, 34.62%; Language Arts, 50%; Foreign Language, 3.85%; Physical Education, 3,85%; Differentiated Instruction, 69.23%.

Additional Staff Development Opportunties (General):Staff indicated they would like professional development in the following areas: Differentiated Instruction, 51.85%; Student engagement and motivation/classroom climate, 48.15%; RTI/identifying early interventions to help struggling students, 44.44%; Effective methods for improving student behavior in the classroom, 40.74%; Teaching and addressing the needs of students with special needs and/or disabilities, 40.74%; Effective use of technological resources to improve teaching practice and student learning, 33%; Addressing the instructional needs of students that have been identified as gifted, 29.63%;Strategies for involving families in their child’s education, 29.63%; Conflict Resolution, 22.22%; Classroom Instruction that Works (Marzano), 22.22%; Common Core, 22.22%; Essential Math, 18.62%; Curriculum Integration/Project Based learning, 14.81%; Science, 11%; Brain Compatible Teaching and Learning, 11%; Service Learning, 11%; Cornell note taking, 11%; Professional Learning Communities, 11%; Socratic Seminars and other college readiness strategies, 7.41%; Art & Science of Teaching, 7.41%; Research based practices, 3.70%; Teaching strategies for block scheduling, 3.70%; Top Personal Priorities for Professional Improvement:Teachers indicated the following personal priorities:


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Helping students practice and deepen new knowledge-58%; Engaging and motivating students-50%; Unpacking the Common Core Standards-38%; Effective classroom management/rules and procedures-33%; Literacy strategies(reading and writing across the curriculum)-33%; Special Education-academically gifted students-29%; Special Education-students with disabilities-25%; Establishing relationships with students and high expectations for all-21%; Helping students test and generate hypotheses-17%; Research based best instructional practices-12%; RTI/closing the achievement gap-8%; Lesson Planning-8%.

Follow Up Activites Staff Have Participated In:Staff indicated they participated in the following activities: Coaching 61%; Web-Based Support (including webinars, email support, blogs and wikis) 39%; Demonstration Lessons, 28.

Preferences for Professional Development:The following were indicated: Online delivery, 19%; Informal Study Groups or Study Groups, 31%; Traditional Face-to-Face, 19%; Blended Learning (a combination of face-to-face & online) 62%.Skill Level with Use of Technology Integration in the Classroom:The staff rated themselves in the following categories: Proficient/Skillful, 52%; Average, 26%; Novice/Beginner, 15%; Expert, 8%.

Reading Professional Development: Staff indicated they could benefit from additional content specific areas in reading- Notetaking/Foldables, 27%; Science Experiments, 27%; Success For All, 27%; Unpacking Standards/Writing Learning Goals and Scales, 27%; Literature Circles, 27%; TCI-online, 23%; Effective Use of Curriculum Resources, 23%; Common Core State Standards, 23%; Text Complexity, 15%; Reading Textual Evidence, 15%; Reading Strategies, 15%; Guided Reading , 12%; Social Studies, 12%; Word Etymology, 12%; MemberCenter Training, 12%; Classroom Setup, 8%.

Language Arts Professional Development:Staff indicated they could benefit from additional content specific area in language arts- Six Traits of Writing, 46%; Performance-based assessment & grading, 42%; Literature Circles, 35%; Unpacking standards/writing learning goals and scales, 31%; Effective use of curriculum resources (curriculum maps & technology tools), 31%; K-12 Writing Continuum Across the content areas, 27%; Common Core State Standards, 27%; Comprehensive Instructional Sequence, 27%; Grammar, 23%; Content Based Reading Strategies, 23%; Text Complexity, 19%.Mathematics Professional Development:Staff indicated they could benefit from additional content specific professional development in mathematics- Differentiated Instruction & Guided Math, 48%; CCSS for Mathematics-teaching for depth and understanding, 44%; Effective use of curriculum manipulatives (curriculum maps &


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technology tools) 44%; Performance Based Assessment & Grading, 35%; Progress Monitoring Tools, 30%; Content Based Reading Strategies, 26%; Unpacking Standards/Writing Learning Goals and Scales, 26%; NGSSS for Mathematics-teaching for depth and understanding, 17%.

Science Professional Development:Staff indicated that they could benefit from additional content area specific science professional development-Inquiry Based Science Instruction, 48%; Project Based Science Instruction, 43%; Effective use of curriculum tools (curriculum maps & technology tools), 33%; Progress Monitoring Tools, 29%; Performance Based Assessment & Grading, 29%; Science Curriculum Resources-new science textbooks, 29%; Content Based Reading Strategies, 24%; CCSS Content Literacy, 24%; Unpacking Standards/writing learning goals & scales, 19%; NGSSS for Science, 14%; Physical Science, 10%.Social Studies Professional Development:Staff indicated that they could benefit from additional content area specific social studies professional development-Unpacking Standards/Writing Learning Goals & Scales, 42%; Dilemma Inquiry based Instruction (DBQs), 37%; Effective Use of Curriculum Tools (curriculum maps & technology tools) 37%; Social Studies Curriculum Resources-new social studies textbooks, 37%; Performance Based Assessment & Grading, 32%; NGSSS for Social Studies, 16%; CCSS Content Literacy, 16%.Technology Tools Training & Resources:Staff indicated they would like training with the following technology tools & resources- Scoot Pad, 39%; Schoolzilla, 35%; Interactive Whiteboard (Smartboard, Mimio)31%; School City, 31%; Internet-Interactive Websites, 31%; Classroom Webpages, 27%; Podcasting, 27%; elearning/Moodle, 23%; A-Net, 19%; Discovery Education, 19%; Ipod/Ipad, 19%; eSchool, 15%; Accelerated Math, 15%; CPS/Clickers, 15%; Web 2.0 Tools, 15%; Nettreker, 15%; Edmodo, 15%; LCD Projector, 12%; Teaching Books.net, 12%; Accelerated Reader, 12%; SuccessMaker, 12%; Study Island, 12%; Skype, 8%; Digital Cameras, 8%; Document camera/elmo, 8%; Blog, 8%; Slate, 8%; Wiki, 0%.Future Technology Tools & Resources:Staff indicated they would like to see the following technology tools & resources implemented next year- Classroom webpage, 60%; Moodle/eLearning, 35%; Wordle, 20%; Edmodo, 20%; Blog, 10%; VoiceThread, 10%; None, 5%; Wiki, 0%.Usage of Interactive Tools in the Classroom:Staff indicated they used the following interactive tools in the classroom this year- Classroom Performance System (CPS), 5%; Other Clicker Systems (Senteo, Quizdom, etc.), 14%; Interactive Whiteboard (Smartboard, Promethean, Mimio), 27%; Slate, 14%; Document Camera (Elmo), 64%; IPod/IPad, 36%; Skype, 9%; Podcast, 5%; Apple TV, 5%; Discovery Education Science, 9%; None, 18%.Finally, staff with 3 years or more of teaching experience with New Paradigm for Education were asked to rate the following items based on the helpfulness or importance for academic year, 2014-15 school year for a new teacher. 15 respondents answered the following:

New Teacher Orientation, 66% Assignment of Mentor Teacher, 83%


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Administrative/District Curriculum, 50% District/Curriculum Resources, 58% Classroom Management, 82% Parent Communication Tools, 50% Workshop Offerings for New Teachers, 58% Pre-Employment Orientation, 42% Technology Hardware Trainings (LCD projector, audio enhancement system, electronic whiteboard, clickers, etc.), 33% Technology Software Training (Accelerated Reader, STAR Reading, Education City, FASST Math, Math Facts in a Flash), 25%


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High-Quality and Ongoing Professional Development

New Paradigm For EducationFocus On Instruction: Building Knowledge And Classroom Practice To

Enhance Student AchievementReturning Teacher Professional Development

2014-2015 Revised 8-8-14

K-5, Tutors, SPED, Fine Arts, 6-12Date Professional

DevelopmentSynopsis Trainer/

LocationIn Out

8-7-14 Human Resource

And Vendors6 hrs

The Human Resource training will introduce staff

to policies, rules and procedures. Staff members

will also learn about individual rights, sexual

harassment policies.

HR Staff and Vendors

8-8-14 Silk Road’s and Heart Beat

6 hrs

SilkRoad’s HeartBeat HR management software is

an innovative, self-service HRMS that allows you to

track your diverse workforce effectively.

The HeartBeat solution supports employee and manager self-service,

HR Staff and Silk Road’s

Trainer


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benefits enrollments, and time-off balances and

accruals. With a powerful reporting module,

interfaces to payroll solutions, and standard

APIs for custom integration that leverage

your existing HR investments, the HeartBeat HR management software was engineered from the ground up to work in the

cloud.

8-11-14 Teacher Effectiveness:

Improving Student

AchievementK-5 in a.m.6-12 in p.m.

Participants will learn how to look a student

performance and guide instruction based on these

findings. Teachers will learn how to add rigor and use data to drive instruction

ASCD Trainer

8-12-14 Teaching Critical

VocabularyK-5 in p.m.6-12 a.m.

Participants will learn how the importance of teaching

vocabulary to increase comprehension and mastery

of subject areas.

ASCD Trainer

8-12-14 Higher Thinking Skills:

The visual

Teachers will learn new creative ways to connect the Arts to core subjects and

DIASue Troia


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Thinking Strategies

Fine Arts only

6 hrs

common core standards.


The visual Thinking Strategies

Fine Arts only

6 hrs

Teachers will learn new creative ways to connect the Arts to core subjects and common core standards.

DIASue Troia


The visual Thinking Strategies

Fine Arts only6 hrs

Teachers will learn new creative ways to connect the Arts to core subjects and common core standards.

DIASue Troia

8-13-14 Differentiated Instruction: Continuing

Journey6 hrs

Teachers with 1 or 2 years of

teaching

Teachers will learn how to use best practice methods to reach all levels of learning.

Using Common Core standards, participants will learn how to add rigor to

lessons and increase student achievement.

ASCD Trainer

8-14-14 Differentiated Instruction: Continuing

Journey

Teachers will learn how to use best practice methods to reach all levels of learning.

Using Common Core

ASCD Trainer


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6 hrsTeachers with 3 or more years of

teaching

standards, participants will learn how to add rigor to

lessons and increase student achievement.

8-15-14 Formative Assessment Strategies

(all staff K-8)

Teachers will use formative assessment strategies to find root causes, challenge areas,

and adjust instruction to increase student

achievement.

ASCD Trainer

8.15.14 Academic ApproachECE Only

Participants will learn how to utilize ACT , Explore, Plan data to reflect and support student learning

AA

8.18.14 Stem ScopeThe

Conundrum of Questioning

K-5 Returning and

6-8 Science teachers

Identifying the correct level of questioning to be used in

your classroom is key in ensuring student success.

Stem Scope

8-20-14 thru

8-21-14K-5

Planning

6 hrs

Utilizing the pacing charts teachers will identify

activities and strategies per core area to revised, update

and enhance teaching

Principals and Coaches

8-18-14 thru

8-21-14

Planning

6 hrs6-12 Teachers

Utilizing the pacing charts teachers will identify

activities and strategies per core area to revised, update

and enhance teaching

Principals and Coaches


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8-22-14 Solutions6-12 All

Teachers

8:30-2:00

SFA Solutions will provide solutions teams with strategies to assist the population of studentSolutions teams will

establish goals and target. They will begin to design effective interventions.

Erin Stecich

8-22-14 College Writing

ECEELA, Art,

Science, Social Studies

Teachers

2hrs2:15-4:15

Participants will learn how to instruct college style writing to assist high school students with mastering ACT writing and college writing.

Wise

8-26-14 Team Building Work with partners to network and problem solve

Principals

8-27-14 Work inRooms

Create student friendly environments that is conducive to learning objectives and training

Principals

8-28-14 Team Building Work with partners to network and problem solve

Principals


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99


100

Front End Mentoring GuideFirst-Year DEPSA New Hirers and

Alternative Route Certification Teachers


101

Overview 3What is Front-End MentoringGoal

Background Information 4

Faculty and Staff in Your Building 5Special EducationProgram CoordinatorsSupport Staff

Your Classroom and Building 10Building Policies

Lesson Plans and Assessment 14

Data Analysis 18

Record Keeping 19Parent CommunicationParent/Teacher ConferencesDraft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

102

School Documentation Policies

Duty 23


103

Overview:What is Front End Mentoring?

Definition:First-year alternative route teachers and first year DEPSA new hirers are given added support the first semester of the first year. First year alternative route teachers include all Teach For America corps members, Teach for Troops, and Master of Arts (MAT) novice teachers.

Goal:This guide outlines activities for you and your mentor to work through together to help facilitate acquainting you with the faculty, staff, building, rules and procedures necessary to have a successful induction experience. These activities should be completed within the first six weeks of school. Gather as much information as possible for each topic. The end result will be an invaluable resource to utilize throughout your induction process.

Your district Chief Academic Officer will collect a copy of your Front end Mentoring Guide upon completion.


104

Background Information

School Year: _________________________________________

School District: ______________________________________

School: _______________________________________________

Grade/Subject: _______________________________________

First year teacher: ___________________________________

Mentor: ______________________________________________


105

Faculty and Staff in Your BuildingRecord the names, positions, contact information and any other information concerning these staff member you find important:

Administration Staff: (Superintendent, Principals, APs, counselors

Office Staff: (Administrative Assistants)


106

Special Education: Teachers in your academy


107

IEP students in your classes: Modifictions for your students:


108

Insert Important IEP documentation in the binder here:Program Coordinators:Who are they and what do they do?Chief Academic officer and Curriculum Coaches:


109

Director of Community and School Partnerships:

Reading Tutors:


110

Math Interventionist:

Nurse and Clinic Personnel:


111

District Technology Director and Personnel:


112

Breakfast and Lunch Room Personnel:

Enrichment Personnel:

Human Resources Director and Personnel:


113

Finance Department Director and Personnel:


114

YOUR Classroom and BuildingDocument your findings for each area indicated below. Be as descriptive as possible.

Check your room for supplies and materials:

Place a copy of your signed distribution sheet in the binder behind this page:

Check your room for supplies: Equipment (project, Smart Board, Video, Overhead, Projector, etc) How to obtain:

Supply and Work RoomsLocations and procedures for copies/use:


115

Classroom and Building Keys:Using the building after school hours:

Teachers’ Area: Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

116


117

Building PolicesSinging in and out Policy

District Dress Code: Dressing Professionally

Who to contact for sick/personal leave:Required paperwork for leave:


118

Fire Drill Policy:

Tornado Drill Policy:


119

Crisis Intervention Plan: (Michael Jackson)

Solutions Team Protocol and Personnel:


120

Lesson Plans and AssessmentsRECORD your findings for each item listed below. Insert additional information in your binder as needed:

Format of BD Units and Lesson Plans

Examples (insert in the binder behind this page)


121

What does your principal expect:

Where do you place the standards?

How far in advance should lesson plans be created/submitted?


122

How do you submit?

Who can I ask for help?

Emergency Sub-Packet?


123

What is the difference between formative and summative assessment?

What are the guidelines for creating assessments?


124

How often are you required to use summative assessments?

What is the process for summative assessment approval?

How are the Quarterly assessments created and scored?Draft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

125

When and where should I look for the assessment calendar?

WHAT is Scantron, MAT 8, Evaluate-rite and WHY do my students take these test?


126

Data AnalysisWhat is the process for analyzing student data from summative assessments?


127

What documentation is required for data analysis and who should you turn it in to?

How often do you analyze student assessment data?

What form is used to analyze student assessment data?

Insert the benchmark analysis form in the binder behind this pageRecord KeepingDraft-Detroit Edison PSA School Improvement Plan DRAFT 1/27/09, 1/29/09 KMB, 4/29/09 SEB, 5/7/09 SEB, 6/25/09 SEB & AP, 6/29/09 KMB, 8/10/09 KMB, 9/9/09 KMB, 11/09/09 KMB, 3/28/10 SEB, 04/29/10 LLW, 03/29/11 LLW, 4/4/11 KMB, 07/12/11 LLW, 7/13/11 KMB, 7/13/11 SEB, 8/1/11 KMB, 9/19/11 TPC, 9/22/11 TPC, 9/27/11 EDR, 10/4/11 TPC, 10/20/11 KMB, 5/12/11 KMB, 9/1/12 KMB, 01/24/13 EDR, 01/25/13 APM,1/26/13 KMB, 2/1/13 EDR, 6/27/13 EDR, 9/06/13 APM & EDR, 01/27/14 APM & EDR, 10.27.14 KMB

128

Record your findings for each item listed below. Insert additional information in your binder as needed:

Setting up your grade book / Power TEACHER:

Collecting Parents’ contact information:

Procedures for keeping attendance:


129

Electronic Record keeping

Classroom inventory records:

Student portfolios (IB)


130


131

Parent CommunicationRecord your findings for each item listed below. Insert additional information in your binder as needed.

Parent Teacher conferences (dates, preparation, protocol)

Privacy issues / FERPA regulations:

Information concerning non-custodial parents:


132

Releasing students to parent or other adult (dismissal)

Parent Communication Tracking / Log:

Does your Principal want to see letters/emails before sending:


133

What should be documented?

Provide a brief summary on the importance of documentation:


134

DutyRecord your findings for each item listed below. Insert additional information in your binder as needed:

Schedule and procedures


135

Location of Duty Assignments


136

Insert Employee Hand book in the back of this binder.


137

Appendix BTarget Content Areas

Grade 3rd 07/08 08-09 09-10 10-11Priority GLCE Writing GLCE Writing GLCE Writing GLCE Writing

1 W.PS.02.01

Develop personal style in oral, written, and visual messages: narrative-descriptive language, use of imagination, varying sentence beginnings, informational-facts, and effective conclusions.

W.PS.02.01

Spell frequently encountered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls with (application)

2 W.GR.02.01

Correctly use: complete and compound sentences, nouns and verbs, commas, contractions, colons to denote time, capitalization.

W.PR.02.01Set a purpose, consider audience, and begin to use styles and patterns derived form studying authors ‘craft when writing a narrative or informational piece. (analysis).

3 W.SP.02.01

Spell frequently encountered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls, with (application)

W.SP.02.01


4 W.PR.02.01

Set a purpose, consider audience, and begin to use styles and patterns derived form studying authors’ craft when writing a narrative or informational piece. (analysis).

W.GR.02.01



138

5 W.GN.02.03

Produce a magazine feature article using an organizational pattern such as description, enumeration, sequence, compare/contrast, that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas.

W.SP.02.01


6 W.GR.02.01


W.PR.02.06

Revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience.

7 W.GN.02.01

Write realistic fiction, and/or personal narrative that: depicts major story events, uses illustrations to match mood, contains settings, problem/solution, and sequenced events. (Application).

W.GR.02.01


8 W.SP.02.01


W.SP.02.01



139

9 W.SP.02.01


W.SP.02.01

Develop personal style in oral, written, and visual messages: narrative-descriptive language, use of imagination, varying sentence beginnings, informational-facts, and effective conclusions.

10 W.GR.02.01


W.GR.02.01

Spell frequently encountered words(two-syllable words including common prefixes and suffixes, i.e., sitting) correctly. For less frequently encountered words, students will use: structural cues (letter/sound, rimes), environmental sources (word walls, wo (application)

3rd Priority GLCE Reading GLCE Reading GLCE Reading GLCE Reading

1 R.NT.02.03

Identify and describe: characters' actions and motivations, setting (time and place), problem/solution, sequence of events. (comprehension)

R.NT.02.03


R.CM.02.02

Retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. (synthesis)

R.IT.02.01

Identify and describe a variety of informational genre including; simple how-to books, personal correspondence, science and social studies magazines. (comprehension)

2 R.CM.02.03

Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. (knowledge)

R.CM.02.02


R.CM.02.02


R.CM.02.03



140

3 R.NT.02.03


R.CM.02.03


R.NT.02.02

Identify and describe a variety of genre including: poetry, fantasy, legends, drama. Comprehension)

R.WS.02.11

In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. (knowledge)

4 R.NT.02.04

Identify and explain how authors/illustrators use literary devices: illustrations to depict major story events, title, comparisons (metaphor/simile) to reveal characters' thoughts and actions. (comprehension)

R.WS.02.11

In context, determine the meaning of words and phrases including strategies and resources including context clues, mental picture’s, and questioning. (knowledge)

R.WS.02.11

In context, determine the meaning of words and phrases including strategies and resources including context clues, mental pictures, and questioning. (knowledge)

R.WS.02.11

In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. (knowledge)

5 R.NT.02.02


R.CM.02.02


R.WS.02.11


6 R.CM.02.02 Retell in sequence the major idea(s) and relevant details of grade-level narrative and informational text. (synthesis)

R.CM.02.02


R.NT.02.02



141

7 R.CM.02.03


R.NT.02.03


8 R.IT.02.01

Identify and describe a variety of informational genre including: simple how-to books, personal correspondence, science and social studies magazines. (comprehension).

R.CM.02.03


9 R.IT.02.03 Explain how authors/ illustrators use text features to enhance the understanding of key and supporting ideas: boldface type, graphs, maps, diagrams, charts. (comprehension).

R.WS.02.11


10 R.IT.02.03 Explain how authors/illustrators use text features to enhance the understanding of key and supporting ideas: boldface type, graphs, maps, diagrams, charts. (comprehension).

R.NT.02.03



142

3rd Priority GLCE Mathematics GLCE Mathematics GLCE MathematicsGLCE

Mathematics

1 G.LO.02.07

Find and name locations using simple coordinate systems such as maps and first quadrant grids (application)

N.MR.02.15

Understand division (/) as another way of expressing multiplication, using fact families within the 5 x 5 multiplication table; emphasize that division "undoes" multiplication, e.g., 2 x 3 =6 can be rewritten as 6/2 = 3 or 6/3 =2. (comprehension)

M.PS.02.08

Add and subtract money in mixed units, e.g., $2.50/60 cents and $5.75--$3, but not $2.50+$3.10. (application)

N. ME.02.18 Recognize, name, and represent commonly used unit fractions with denominators 12 or less; model 1/2, 1/3, & 1/4 by folding strips.

2 M.PS.02.10

Solve simple word problems involving length and money. (application) Focal Point 2

N.ME.02.03Compare and order numbers to 1000; use the symbols > and <, (analysis)

M.TE.02.11

Determine perimeters of rectangles and triangles by adding lengths of sides, recognizing the meaning o perimeter. (application) Focal Point 2

G.TR.02.06 Recognize that shapes that have been slid, turned or flipped are the same shape, e.g. a square rotated 45° is still a square (analysis)

3 M.PS.02.02

find and name locations using simple coordinate systems such as maps and first quadrant grids (application) Focal Point 2

N.ME.02.19

Recognize, name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4. (comprehension)

M.UN.02.06

Use the concept of duration of time, e.g., determine what time it will be half an hour form 10:15. (application)

M.UN.02.09Read temperature using the scale on a thermometer in degrees Fahrenheit. (comparison)

4 N.ME.02.19

Recognize, name, and write commonly used fractions: 1/2, 1/3, 2/3, 1/4, 2/4, 3/4. (comprehension)

M.TE.02.11

Determine perimeters for rectangles and triangles by adding lengths of sides, recognizing the meaning of perimeter. (application) Focal Point 2

M.PS.02.02

Compare lengths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis) Focal Point 2

M.UN.02.05

Using both a.m. and p.m., tell and write time from the clock face in 5 minute intervals and from digital clocks to the minute; including reading time: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before (application)


143

5 N.MR.02.09

Given a contextual situation that involves addition and subtraction for numbers up to two digits, :model using objects or pictures, explain in words, record using numbers and symbols; solve. (analysis) Focal Point 2

M.TE.02.04Find the area of a rectangle with whole number side lengths by covering whi unit squares and counting, or by using a grid of unit squares; write the area as a product. (application)

M.UN.02.06

Use the concept of duration of time, e.g., determine what time it will be half an hour form 10:15. (application)

6 M.PS.02.10Solve simple word problems involving length and money. (application)

M.PS.02.02

Compare lengths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis) Focal Point 2

M.TE.02.04

Find the area of a rectangle with whole number side lengths by covering with unit squares and counting, or by using a grid of unit squares; write the area as a product. (application)

7 N.ME.02.01Count to 1000 by 1's, 10's and 100's starting from any number in the sequence. (knowledge)

M.UN.02.01

Measure lengths in meters, centimeters, inches, feet, and yards approximating to be the nearest whole unit using abbreviations: cm, m, in, ft, yd. (application)

M.PS.02.10

Solve simple word problems involving length and money. (application) Focal Point 2

8 N.ME.02.03Compare and order numbers to 1000; use the symbols > and <. (analysis)

M.UN.02.05

Using both A.M. and P.M., tell and write time from the clock face in 5 minutes intervals and from digital clocks to the minute; include reading time: 9:15 as nine-fifteen and 9:50 as nine-fifty. Interpret time both as minutes after the hour and minutes before (application)

G.RS.02.05

Classify familiar plane and solid objects, e.g., square, rectangle, rhombus, cube, pyramid, prism, cone, cylinder, and sphere, by common attributes such as shape, size, color, roundness, or number of corners and explain which attributes are being used for (analysis)


144

9 D.RE.02.03 Solve problems using information in pictographs; include scales such as ¡ represents 2 apples; avoid ¡ cases. (application)

N.MR.02.07

Find the distance between numbers on the number line, e.g., how far is 79 form 26? (application)

M.TE.02.11

Determine perimeters for rectangles and triangles by adding lengths of sides, recognizing the meaning of perimeter. (application)

10 M.PS.02.02Compare lengths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis)

M.PS.02.02

Compare lengths; add and subtract lengths (no conversion of units). Understand the concept of area (analysis)

4th Priority GLCE Writing GLCE Writing GLCE Writing

1 W.GR.03.01

Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. (application)

W.PR.03.01

Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.03.01

2 W.SP.03.01

Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound rimes, morph (application)

W.PR.03.01

Set a purpose; consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.SP.03.01

3 W.PR.03.04

Revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). (application)

W.PR.03.03

Draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solutions) ()

W.PR.03.04


145

4 W.PR.03.01


W.GR.03.01


W.PR.03.01

5 W.PR.03.01


W.PR.03.02

Apply a variety of pre-writing strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, end; problem (synthesis)

W.PR.03.01

6 W.GN.03.03

Write a report demonstrating the understanding of central ideas and supporting details using an effective organizational pattern (e.g., problem/solution) with a title, heading, subheading and a table of contents.

W.GR.03.01


W.GN.03.03

7 W.GN.03.01

Write a narrative piece (e.g., fable, folktale, or realistic fiction), using personification, setting, and actions and thoughts that reveal important character traits.

W.GR.03.01


W.GN.03.01

8 W.PS.03.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: varied word choice and sentence structure, character description, in informational text: examples, transitions, grammar usage). (synthesis)

W.GR.03.01


W.PS.03.01


146

9 W.GN.03.03

Write a report demonstrating the understanding of central ideas and supporting details using an effective organizational pattern (e.g., problem/solution) with a title, heading, subheading and a table of contents.

W.PR.03.04

Revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, and transitions). (application)

W.GN.03.03

10 W.SP.03.01

Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound rimes, morph (a

W.PR.03.01


W.SP.03.01

4th Priority GLCE Reading GLCE Reading GLCE Reading GLCE Reading

1 R.NT.03.02

Identify and describe a variety of narrative genre(e.g., folktales, fables, realistic fiction). (comprehension)

R.CM.03.03 Compare and contrast (oral and written) relationships among characters, events and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historic (analysis)

R.CM.03.03

Compare and contrast (oral and written) relationships among characters, events and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historica (analysis)

R.WS.03.08

Determine the meaning of words and phrases in context, (e.g., synonyms, homonyms, multiple meaning words) using strategies and resources (e.g., context clues, concept mapping, dictionary). (comprehension)


147

2 R.NT.03.02

Identify and describe a variety of narrative genre (e.g., folktales, fables, realistic fiction). (comprehension)

R.NT.03.02


R.WS.03.08

Determine the meaning of words and phrases in context. (e.g., synonyms, homonyms, multiple meaning words) using strategies and resources (e.g., context clues, concept mapping, dictionary). (comprehension)

R.CM.03.02

Retell the story elements of grade level appropriate narrative text and major idea(s) of grade level appropriate informational text with relevant details. (comprehension)

3 R.CM.03.01

Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses. (application)

R.WS.03.08


R.NT.03.03

Identify and describe characters' thoughts and motivations, story level themes (e.g., good vs. evil), main idea, and lesson/moral (e.g., fable) in narrative text. (comprehension)

R.CM.03.03

Compare and contrast (oral and written) relationships among characters, events, and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historic (analysis)

4 R.NT.03.03


R.CM.03.03

Compare and contrast (oral and written) relationships

among characters, events and key ideas within and across

texts to create a deeper understanding (e.g., a narrative

to an informational text, a literature selection to a subject area text, an historic (analysis)

R.CM.03.03

Compare and contrast (oral and written) relationships among characters, events and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historic (analysis)

R.IT.03.01

Identify and describe a variety of informational genre (e.g. textbooks, encyclopedia, and magazines). (comprehension)


148

5 R.CM.03.03


R.NT.03.04 Explain how authors use literary devices (e.g., prediction, personification, point of view) to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text. (analysis)

R.NT.03.04

Explain how authors use literary devices (e.g., prediction, personification, point of view) to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text. (analysis)

6 R.CM.03.02

Retell the story elements of grade level appropriate narrative text and major idea (s) of grade level appropriate informational text with relevant details. (comprehension)

R.CM.03.01


R.CM.03.03


7 R.NT.03.02


R.WS.03.08 Determine the meaning of words and phrases in context. (e.g., synonyms, homonyms, multiple meaning words) using strategies and resources (e.g., context clues, concept mapping, dictionary). (comprehension)

R.WS.03.08



149

8 R.CM.03.02


R.NT.03.03


R.WS.03.08


9 R.NT.03.03


R.CM.03.03


R.CM.03.01


10 R.NT.03.04


R.CM.03.02


R.NT.03.04


4th Priority GLCE Mathematics GLCE Mathematics GLCE Mathematics GLCE Mathematics


150

1 N.ME.03.03

Compare and order numbers to 10,000. Count in steps, and understand even and odd numbers (analysis)

M.UN.03.04

Know benchmark temperatures such as freezing (32°F, 0°C); boiling, (212°F, 100°C); and compare temperatures to these, e.g., cooler, warmer. (knowledge)

N.MR.03.10

Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical statements for those situations. (analysis)

N.ME.03.03

Compare and order numbers up to 10,000. Count steps, and understand even and odd numbers (analysis)

2 N.FL.03.06Add and subtract fluently two numbers: up to and including two-digit numbers with regrouping and up to four-digit numbers without regrouping. (application)

M.UN.03.03

Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters. (analysis)

N.ME.03.16

Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms "numerator" and "denominator." (comprehension) Focal Point 4

N. ME.03.17

Recognize, name and use equivalent fractions with denominators 2, 4, 8, using strips as area models. (application)

3 D.RE.03.02

Read scales on the axes and identify the maximum, minimum and range of values in a bar graph. (comprehension)

M.UN.03.02

Measure in mixed units within the same measurements system for length, weight and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minute, minutes and seconds, years and months. (application)

M.UN.03.07

Distinguish between units of length and area and choose a unit appropriate in the context. (analysis)

M. UN.03.05

Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths. (application)

4 N.FL.03.07

Estimate the sum and difference of two numbers with three digits (sums up to 1,000) and judge reasonableness of estimates. (analysis)

M.UN.03.01Know and use common units of measurements in length, weight and time. (application)

D.RE.03.01

Read and interpret bar graphs in both horizontal and vertical forms. (analysis)

M.PS.03.12

Solve applied problems involving money, length and time. (application)


151

5 M.UN.03.04

Know benchmark temperatures such as freezing (32°F, 0°C); boiling, (212°F, 100°C); and compare temperatures to these, e.g., cooler, warmer. (knowledge)

M.UN.03.01Know and use common units of measurements in length, weight and time. (application)

N.ME.03.17

Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models. (application) Focal Point 4

6 N.MR.03.15

Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including "product" and "quotient"), and mathematical statements; solve. (application)

N.MR.03.15


N.FL.03.07

Estimate the sum and difference of two numbers with three digits (sums up to 1,000), and judge reasonableness of estimate. (analysis)

7 M.UN.03.03


N.ME.03.03

Compare and order numbers to 10,000. Count in steps, and understand even and odd numbers (analysis)

N.MR.03.10

Recognize situations that can be solved using multiplication and division including finding "How many groups?" and "How many in a group?" and write mathematical statements for those situations. (analysis)

8 M.PS.03.11 Add and subtract money in dollars and cents (application) M.UN.03.05

Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths. (application)

D.RE.03.03

Solve problems using information in bar graphs including comparison of bar graphs. (application)

9 M.UN.03.03


N.MR.03.15


N.ME.03.18

Place fractions with denominators of 2, 4, and 8 on the number line; relate the number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8 (analysis) Focal Point 4


152

10 G.GS.03.03

Identify parallel faces of rectangular prisms, in familiar shapes and in the classroom. (application)

N.FL.03.07Estimate the sum and difference of two numbers with three digits (sums up to 1,000) and judge reasonableness of estimates. (analysis)

N.ME.03.17

Recognize, name and use equivalent fractions with denominators 2, 4, and 8, using strips as area models. (application)


1 W.PS.04.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions). (synthesis)

W.GR.04.01

Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in context (synthesis)

W.PS.04.01

2 W.PS.04.01


W.GR.04.01

Use simple and compound sentences, direct and indirect objects, prepositional phrase, adjectives, common and proper nouns as subjects and objects, pronouns as antecedents, regular and irregular verbs; use hyphens between syllables, apostrophes in contractions (synthesis)

W.PS.04.01

3 W.GR.04.01


W.GR.04.01


W.GR.04.01


153

4 W.GR.04.01


W.PR.04.01Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.04.01

5 W.PR.04.01


W.GN.04.03

Write a comparative piece to demonstrate understanding of central ideas and supporting ideas using an effective organizational pattern (e.g., compare and contrast) and a boldface and/or italicized print. ()

W.PR.04.01

6 W.GN.04.03

Write a comparative piece to demonstrate understanding of central ideas and supporting ideas using an effective organizational pattern (e.g., compare and contrast) and a boldface and/or italicized print. ()

W.GR.04.01


W.GN.04.03

7 W.GR.04.01


W.GR.04.01


W.GR.04.01


154

8 W.GR.04.01


W.PS.04.01


W.GR.04.01

9 W.PS.04.01


W.PR.04.01 Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.PS.04.01

10 W.PR.04.01


W.PS.04.01


W.PR.04.01


1 R.IT.04.03

Explain how authors use appendices, headings, subheadings, marginal notes, keys and legends, figures, and bibliographies to enhance understanding of supporting and key ideas (analysis)

R.WS.04.02

Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, and syllabication). ()

R.IT.04.03

R.IT.04.01

Identify and explain the defining characteristics of informational genre (e.g., autobiography/biography, personal essay, almanac, newspaper. (comprehension)


155

2 R.WS.04.07

Determine the meaning of words and phrases in context (e.g., similes, metaphors, content vocabulary), using strategies and resources (e.g., context clues, semantic feature analysis, thesaurus). (comprehension)

R.CM.04.02

Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.WS.04.07 R.CM.04.03

Explain oral and written relationships among themes, ideas, and characters within and across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture. (analysis)

3 R.IT.04.01Identify and explain the defining characteristics of informational genre (e.g., autobiography/biography, personal essay, almanac, newspaper (comprehension)

R.IT.04.01Identify and explain the defining characteristics of informational genre (e.g., autobiography/biography, personal essay, almanac, newspaper (comprehension)

R.IT.04.01 R.CM.04.03

Explain oral and written relationships among themes, ideas, and characters within and across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture. (analysis)

4 R.NT.04.03

Analyze characters' thoughts and motivation through dialogue; various character roles and functions (e.g., hero, villain, narrator); know first person point of view and conflict/resolution. (analysis)

R.CM.04.03

Explain oral and written relationships among themes, ideas, and characters within an across texts to create a deeper understanding (e.g., categorize and classify, compare and contrast, draw parallels across time and culture). (analysis)

R.NT.04.03 R.WS.04.07

Determine the meaning of words and phrases in context, (e.g., similes, metaphors, content vocabulary ), using strategies and resources (e.g., context clues, semantic feature analysis, thesaurus) (comprehension)

5 R.CM.04.02Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.04.02Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.04.02


156

6 R.NT.04.03

Analyze characters' thoughts and motivation through dialogue; various character roles and functions (e.g., hero, villain, narrator); know first person point of view and conflict/resolution. (analysis)

R.CM.04.03


R.NT.04.03

7 R.CM.04.02


R.CM.04.03


R.CM.04.02

8 R.CM.04.04

Apply significant knowledge from what is read in grade level science and social studies texts. ()

R.WS.04.07

Determine the meaning of words and phrases in context (e.g., similes, metaphors, content vocabulary), using strategies and resources (e.g., context clues, semantic feature analysis, thesaurus). (comprehension)

R.CM.04.04

9 R.NT.04.03

Analyze characters’' thoughts and motivation through dialogue; various character roles and functions (e.g., hero, villain, narrator); know first person point of view and conflict/resolution. (analysis)

R.CM.04.03


R.NT.04.03

10 R.NT.04.03

Analyze characters’' thoughts and motivation through dialogue; various character roles and functions (e.g., hero, villain, narrator); know first person point of view and conflict/resolution. (analysis)

R.NT.04.03



157

1 M.PS.04.02 Give answers to a reasonable degree of precision in the context of a give problem. (analysis)

M.UN.04.01Measure using common tools and select appropriate units of measure. (application)

G.TR.04.05

Recognize rigid motion transformations (flips, slides, turns) of a two-dimensional object. (analysis)

N.MR.04.23

Understand the relationships among halves, fourths and eighths and among thirds, sixths and twelfths. (evaluation)

2 M.UN.04.03Measure and compare integer temperature in degrees. (analysis)

G.GS.04.02Identify basic geometric shapes including isosceles, equilateral and right triangles, and use their properties to solve problems. (application)

D.RE.04.03

Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets. (analysis)

N.MR.04.23 Understand the relationships among halves, fourths and eights and among thirds, sixths and twelfths. (evaluation)

3 N.ME.04.18 Read, write, interpret, and compare decimals up to two decimal places. (application) Focal Point 2

G.TR.04.04Recognize plan figures that have line symmetry. (comprehension)

M.PS.04.02

Give answers to a reasonable degree of precision in the context of a give problem. (analysis)

N.ME.04.17 Locate tenths and hundredths on a number line. (application)

4 G.GS.04.02Identify basic geometric shapes including isosceles, equilateral and right triangles, and use their properties to solve problems. (application)

M.UN.04.03Measure and compare integer temperature in degrees. (analysis)

N.ME.04.18

Read, write, interpret, and compare decimals up to two decimal places. (application) Focal Point 2

N.ME.04.01

Read and write numbers to 1,000,000; relate them to the quantities they represent; compare and order. (application)

5 N.FL.04.32Add and subtract decimals up to two decimal places. (application) Focal Point 2

G.TR.04.05

Recognize rigid motion transformations (flips, slides, turns) of a two-dimensional object. (analysis)

M.TE.04.08

Find the side of a square given its perimeter or area (application)

6 N.ME.04.24 Know that fractions of the form m/n where m is greater than n, are greater than 1 and are called improper fractions; locate improper fractions on the number line. (application) Focal Point 2

M.PS.04.02

Give answers to a reasonable degree of precision in the context of a give problem. (analysis)

N.MR.04.21

Explain why equivalent fractions are equal, using models such as fraction strips or the number line, for fractions with denominators of 12 or less, or equal to 100. (evaluation) Focal Point 2


158

7 M.UN.04.03Measure and compare integer temperature in degrees. (analysis)

M.UN.04.01Measure using common tools and select appropriate units of measure. (application)

M.TE.04.06

Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeter and areas of these shapes and combinations of these shapes using the formulas. (application)

8 D.RE.04.03

Solve problems using data presented in tables and bar graphs, e.g., compare data represented in two bar graphs and read bar graphs showing two data sets. (analysis)

M.TE.04.06

Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeter and areas of these shapes and combinations of these shapes using the formula. (application)

N.MR.04.28

Solve contextual problems involving sums and difference for fractions where one denominator is a multiple of the other (denominators 2 through 12, and 100). (application) Focal Point 2

9 N.FL.04.34

Estimate the answers to calculations involving addition, subtraction, or multiplication. (analysis)

G.GS.04.02Identify basic geometric shapes including isosceles, equilateral and right triangles, and use their properties to solve problems. (application)

N.MR.04.26

Compare and order up to three fractions with denominators 2, 4 and 8, and 3, 6, and 12, including improper fractions and mixed numbers. (analysis) Focal Point 2

10 N.MR.04.26

Compare and order up to three fractions with denominators 2, 4 and 8, and 3, 6, and 12, including improper fractions and mixed numbers. (analysis) Focal Point 2

N.ME.04.15

Read and interpret bar graphs in both horizontal and vertical forms. (analysis) Focal Point 2

5th Priority GLCE Science GLCE Science GLCE Science GLCE Science


159

1 V.4.E.2 Describe the motions of the earth around the sun and the moon around the sun.

IV.2.E.2 Prepare mixtures and separate them into their component parts. (application)

V2.E.3Identify sources of drinking water and its uses.

E.ST.04.32

Compare and contrast life forms found in fossils and organisms that exist today.

2 V.4.E.1

Compare and contrast the sun, moon, and earth. (analysis)

V.4.E.1


III.4.E.1

Explain how fossils provide evidence about the nature of ancient life. (connect)

S.IA.04.104

Develop research strategies and skills for information gathering and problem solving.

3 V.1.E.3 Describe natural changes in the earth's surface. (comprehension)

IV.1.E.2Identify properties of materials which make them useful. (connect)

III.3.E.1

Give evidence that characteristics are passed from parents to young. (comprehension)

S.RS.04.14 Use data/samples as evidence to separate fact from opinion

4 V.1.E.4 Explain how rocks and fossils are used to understand the history of the earth. (recall)

III.2.E.2

Compare and contrast (K-2) or classify familiar organisms on the basis of observable physical characteristics. (contrast)

V.1.E.3Describe natural changes in the earth's surface. (comprehension) P.EN.03.11

Identify light and sound as forms of energy.

5 II.1.E.1

Develop an awareness of the need for evidence in making decisions scientifically.

II.1.E.4

Develop an awareness of and sensitivity to the natural world. (application)

III.5.E.1

Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web. (comprehension).

P.PM.02.13Measure the length of objects using rulers (centimeters) and meter sticks (meters)

6 III.2.E.2

Compare and contrast (K-2) or classify familiar organisms on the basis of observable physical characteristics. (contrast)

V.1.E.6

Demonstrate was to conserve natural resources and reduce pollution through reduction, reuse, and recycling of manufactured materials. (connect)

I.1.E.5

Develop strategies and skills for information gathering and problem solving. (application)

7 V.1.E.2 Recognize and describe different types of earth materials. (recall)

III.5.E.4 Describe positive and negative effects of humans on the environment (comprehension)

IV.E.4

Explain how shadows are made. (comprehension)

8 V.1.E.1

Describe major feature of th earth's surface. (recall)

V.4.E.1


V.1.E.4

Explain how rocks and fossils are used to understand the history of the earth. (recall)


160

9 V.3.E.1

Describe weather conditions. (comprehension)

I.1.E.2 Develop solutions to problems through reasoning, observation and investigations. (synthesis)

I.1.E.5

Develop strategies and skills for information gathering and problem solving. (application)

10 IV.2.E.2 Prepare mixtures and separate them into their component parts. (application)

IV.E.5

Manipulate simple mechanical devices and explain how their parts work together. (application)

IV.2.E.2

Grade 07/08 08-09 09-10


1 W.PR.05.01


W.SP.05.01

In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, and suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morph (application)

W.PR.05.01

2 W.GR.05.01

In the context of writing, students will identify and use compound subjects a d predicates, proper nouns, articles, conjunctions, hyphens in compound and number words, commas between two independent clauses to set off direct address/long phrases (application)

W.PR.05.01

Set a purpose; consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GR.05.01

3 W.PS.05.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text; emotional appeal, strong opinion, credible support). (synthesis)

W.PS.05.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text; emotional appeal, strong opinion, credible support). (synthesis)

W.PS.05.01


161

4 W.GN.05.03

Write a position piece to demonstrate understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings. ()

W.PR.05.03

Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. ()

W.GN.05.03

5 W.PR.05.01


W.PR.05.03


W.PR.05.01

6 W.PS.05.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support). (synthesis)

W.PR.05.01 Set a purpose, consider audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.PS.05.01

7 W.PR.05.01


W.GR.05.01


W.PR.05.01

8 W.PR.05.04

Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve organization (e.g., position/evidence, flow of ideas, and craft such as titles, leads, endings, and powerful verbs)., (evaluation)

W.GR.05.01


W.PR.05.04


162

9 W.GR.05.01


W.SP.05.01

In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morp (application)

W.GR.05.01

10 W.SP.05.01

In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morp (application)

W.PR.05.03


W.SP.05.01

Grade 07/08 08-09 09-10 10-11


1 R.NT.05.04 Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts. (analysis)

R.CM.05.03

Analyze oral and written global themes, universal truths, themes and principles within and across text to create a deeper understanding, (e.g., draw conclusions, make inferences, synthesize). (analysis)

R.WS.05.07

Determine the meaning of words and phrases in context (e.g., symbols, idioms, recently-coined words) using strategies and resources (e.g., analogies, content glossaries, electronic resources). (comprehension)

R. CM.05.02


2 R.NT.05.04Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts. (analysis)

R.CM.05.02


R.CM.05.02 Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.05.03

Analyze oral and written global themes, universal truths, themes and principles with and across text to create a deeper understanding (e.g., draw conclusions, make inferences, synthesize). (analysis)


163

3 R.CM.05.02


R.CM.05.02


R.NT.05.03

Analyze characters' traits and setting and how it defines characters/plots, the role of dialogue, how problems are resolved, and the climax of a plot. (analysis)

R.WS.05.02

Use structural, semantic, and syntactic cues to automatically read frequently encountered words, decode unknown words, and decide meaning including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, syllabication) (application)

4 R.NT.05.03


R.CM.05.03


R.NT.05.03


R.NT.05.04

Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts. (analysis)

5 R.WS.05.07

Determine the meaning of words and phrases in context (e.g., symbols, idioms, recently-coined words) using strategies and resources (e.g., analogies, content glossaries, electronic resources). (comprehension)

R.WS.05.07 Determine the meaning of words and phrases in context (e.g., symbols, idioms, recently-coined words) using strategies and resources (e.g., analogies, content glossaries, electronic resources). (comprehension)

R.CM.05.03


R.NT.05.03

Analyze character traits and setting and how it defines characters/plot, the role of dialogue, how problems are resolved, and the climax of a plot. (analysis)


164

6 R.WS.05.02

Use structural, semantic, and syntactic cues to automatically read including multiple meaning words (e.g., letter/sound, rimes, base words, affixes, and syllabication). (application)

R.CM.05.03


R.NT.05.03


7 R.CM.05.02 Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.05.02 Retell and summarize grade level appropriate narrative and informational text. (comprehension)

R.CM.05.02


8 R.NT.05.04

Explain how authors use literary devices (e.g., exaggeration, metaphor) to develop characters, themes, plot, and functions of heroes, villains, and narrator across a variety of texts. (analysis)

R.CM.05.03


R.CM.05.03


9 R.IT.05.01

Analyze elements and style of informational genres (e.g., advertising, experiments, editorials, atlases). (analysis)

R.CM.05.03


R.CM.05.03



165

10 R.CM.05.02


R.WS.05.04

Know the meanings of words encountered frequently in grade level reading and oral language contexts. (comprehension)

R.IT.05.03

Explain how authors use time lines, graphs, charts, and diagrams, tables of contents indices, introductions, summaries, and conclusions to enhance understanding of supporting and key ideas. (analysis).


1 M.PS.05.05 Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application) Focal Point 3

N.FL.05.05

Solve applied problems involving multiplication and division of whole numbers. (application) Focal Point 1

M.UN.05.04

Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (application) Focal Point 3

N. MR. 05.03

Write mathematical statements involving division for given situations. (application)

2 N.MR.05.01

Understand the meaning of division of whole numbers, with and without remainders; relate division to fractions and to repeated subtraction. (application) Focal Point 1

N.ME.05.08

Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right, e.g., 1 is 10 tenths, one tenth is 10 hundredths. (comprehension) Focal Point 1

N.FL.05.05

Solve applied problems involving multiplication and division of whole numbers. (application) Focal Point 1

M.UN.05.03

Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. (analysis)

3 N.ME.05.08

Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right, e.g., 1 is 10 tenths, one tenth is 10 hundredths. (comprehension) Focal Point 1

N.FL.05.20

Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. (analysis)

M.PS.05.05

Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application) Focal Point 3

N.FL.05.05

Solve applied problems involving multiplication and division of whole numbers. (application)


166

4 M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (application) Focal Point 1

M.UN.05.04 Convert measurements of length, weight, area, volume, and time within a given system using easily manipulated numbers. (application) Focal Point 1

M.UN.05.03

Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. (analysis). Focal Point 1

D.RE.05.01

Read and interpret line graphs, and solve problems based on line graphs, e.g., distance-time graphs, and problems with two or three line graphs on same axes, comparing different data. (analysis)

5 N.FL.05.18Given an applied situation involving addition and subtraction of fractions, write mathematical statements describing the situation. (application)

D.RE.05.01


G.GS.05.04

Find unknown angles in problems involving angles on a straight line, angles surrounding a point and vertical angles. (analysis). Focal Point 3

6 D.AN. 05.03

Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (application) Focal Point 1

N.MR.05.22Express fractions and decimals as percentages and vice versa. (application)

G.GS.05.07

Find Unknown angles in problems involving angles on a straight line, angles surrounding a point and vertical angles. (analysis). Focal Point 3

7 N.ME.05.08

Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right, e.g., 1 is 10 tenths, one tenth is 10 hundredths. (comprehension)

D.RE.05.01


N.FL.05.20

Solve applied problems involving fractions and decimals; include rounding of answers and checking reasonableness; use examples involving money. (analysis)


167

8 N.FL.05.18 Given an applied situation involving addition and subtraction of fractions, write mathematical statements describing the situation. (application)

N.MR.05.21Solve for the unknown in such equations as: 1/4+x=7/12. (application)

G.GS.05.06

Understand why the sum of the interior angles of a triangle is 180° and the sum of the interior angles of a quadrilateral is 360° and use these properties to solve problems. (application) Focal Point 3

9 D.AN. 05.03

Given a set of data, find and interpret the mean (using the concept of fair share) and mode. (application)

M.PS.05.05

Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application) Focal Point 3

N.FL.05.18

Given an applied situations involving addition and subtraction of fractions, write mathematical statements describing the situation. (application)

10 D.AN. 05.03 Given a set of data, find and

interpret the mean (using the concept of fair share) and mode. (application)

M.PS.05.05 Represent relationships between areas of rectangles, triangles, and parallelograms using models. (application)

G.GS.05.02

Measure angles with a protractor, and classify them as acute, right, obtuse, or straight. (analysis) Focal Point 3

6th Priority GLCE Social Studies GLCE Social Studies GLCE Social Studies GLCE Social Studies

1 III.2.LE.1Interpret the development and summaries the main points in the Declaration of independence. (connect)

II.5.LE.1Locate major world events and explain how they impact people and the environment. (connect)

III.2.LE.1

Interpret the development and summaries the main points in the Declaration of independence. (connect)

5-U3.1.5

Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so.

2 III.1.LE.3

Give reasons for limiting the power for government (connect)

III.5.LE.1

Explain various ways that nations of the world interact with each other. (connect)

II.1.LE.1

Locate and describe cultures and compare the similarities and differences among the roles of women, men and families. (connect)

3-H3.0.10

Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood)


168

3 III.2.LE.1 Interpret the development and summaries the main points in the Declaration of independence. (connect)

II.1.LE.3

Locate and describe the major places, cultures, and communities of the nation, and compare their characteristics. (connect)

II.3.LE.1

Describe major kinds of economic activity and explain the factors influencing their location. (recall)

3-E1.0.4

Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.

4 III.5.LE.2

Describe events in other countries that have affected Americans and, conversely, events within the United States that have affected other countries. (connect)

I.1.LE.1 Measure chronological time by decades and centuries. (recall) IV.4.LE.1

Explain how prices are determined in a market economy and how they serve as a means of allocating resources. (connect)

4-G2.0.1

Describe ways in which the U.S. can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions.

5 I.2.LE.3Recount the lives and characters of a variety of individuals from the past representing their local community

IV.4.LE.1


I.2.LE.3

Recount the lives and characters of a variety of individuals from the past representing their local community

5-U3.3.8

Describe the rights found I the First, Second, Third, and Fourth Amendments to the U.S. Constitution.

6 III.4.LE.1Distinguish among making, enforcing, and interpreting laws.

I.3.LE.1Use primary sources to reconstruct past events in their local community. (connect)

IV.4.LE.1


7 I.3.LE.2 Interpret conflicting accounts of events in both Michigan and United States history and analyze the viewpoints of the authors. (connect)

III.4.LE.3Explain the basic organization of the local, state, and federal governments. (recall)

IV.3LE.2

Distnguish between the economic roles of local, state, and federal governments and cite examples of each. (connect)

8 II.3.LE.1

Describe major kinds of economic activity and explain the factors influencing their location. (recall)

II.3.LE.4

Describe some of the major movements of goods, people, jobs, and information within Michigan and the United States and explain the reason for the movements (connect)

I.1.LE.3

Place major events in the early history of the United States in chronological order (recall)


169

9 III.5.LE.1Explain various ways that nations of the world interact with each other. (connect)

V.1.LE.3

Interpret social science information about local state, and national communities from maps, graphs, and charts. (connect)

II.2. LE.2

Describe the location, use and importance of different kinds of resources and explain how they are created, and the consequences of their use. (Connect).

10 I.4.LE.2

Select decisions made to solve past problems and evaluate those decisions in terms of ethical consideration, the interests of those affected by the decisions, and the short and long term consequences of those decisions.

IV.2.LE.2Distinguish among individual ownership, partnership, and corporations. (connect)

IV.5. LE.3

Describe how businesses are involved in trade as producers, distributors, importers, and exporters. (recall)

Grade 07/08 08-09 09-10 10-11

7th Priority GLCE Writing GLCE Writing GLCE Writing GLCE Writing

1 W.GR.06.01

Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative (application)

W.PS.06.01

Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support). (synthesis)

W.GR.06.01 W.PS.06.01

Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support. (synthesis)

2 W.PR.06.03

Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics. (application)

W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they're) in the context of their own writing. (application)

W.PR.06.03 W.PR.06.03

Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics (application)


170

3 W.PR.06.02

Apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers such as story maps or webs designed to develop a plot that includes major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational (application)

W.PR.06.01


W.PR.06.02 W.PS.06.01

Exhibit individual style to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support. (synthesis)

4 W.PR.06.01


W.GN.06.02

Write an essay (e.g., personal, persuasive, or comparative) for authentic audiences that includes organizational patterns that support key ideas. ()

W.PR.06.01 W.GR.06.01

Use style conventions (e.g. MLA) and a variety fo grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, combative (application)

5 W.GN.06.02

Write and essay (e.g., personal, persuasive, or comparative) for authentic audiences that includes organizational patterns that includes organizational patterns that support key ideas. ()

W.PR.06.03 Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics. (application)

W.GN.06.02

6 W.GR.06.01

Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative

W.PR.06.03


W.GR.06.01

7 W.SP.06.01Spell frequently misspelled words correctly (e.g., their, there, they're) in the context of their own writing. (application)

W.PR.06.01


W.SP.06.01


171

8 W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they're) in the context of their own writing. (application)

W.PR.06.03


W.SP.06.01

9 W.PS.06.01


W.PR.06.04

Write for a specific purpose by using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g., word choice, level of formality, example). (synthesis)

W.SP.06.01

10 W.GR.06.01

Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative

W.PS.06.01


W.GR.06.01

Grade 07/08 08-09 09-10 09-10


1 R.CM.06.02

Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

R.WS.06.07

Use strategies (e.g., connotation, denotation) and authentic content-related resources to determine the meaning of words an phrases in context (e.g., regional idioms, contend area vocabulary, technical terms).

R.CM.06.03

State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.06.02

Read, tell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)


172

2 R.CM.06.02


R.CM.06.03


R.WS.06.07

Use strategies (e.g., connotation, denotation) and authentic content-related resources to determine the meaning of words an phrases in context (e.g., regional idioms, content area vocabulary, technical terms).

R.WS.06.07

Use strategies (e.g., connotation, denotation) and authentic content-related resources to determine the meaning of words and phrases in context (e.g., regional idioms, content area vocabulary, technical terms. (application)

3 R.CM.06.02


R.CM.06.03


R.CM.06.03


R.NT.06.04

Analyze how authors use dialogue, imagery, and understatement to develop plot (analysis).

4 R.CM.06.02


R.CM.06.02


R.NT.06.02

Analyze elements and style of narrative genres (e.g., folktales, fantasy, adventure, action). (comprehension)

R.CM.06.03


5 R.NT.06.03

Analyze the role of dialogue, plot, characters, themes, major and minor characters, and climax. (analysis)

R.IT.06.01Analyze elements and style of informational genre (e.g., research, report, how-to articles, essays). (analysis)

R.CM.06.02


R.CM.06.03


6 R.CM.06.02


R.NT.06.02

Analyze elements and style of narrative genres (e.g., folktales, fantasy, adventure, action). (comprehension)

R.CM.06.03



173

7 R.IT.06.01Analyze elements and style of informational genre (e.g., research, report, how-to articles, essays). (analysis)

R.IT.06.03

Explain how authors use text features to enhance the understanding of central, key, and supporting ideas (e.g., footnotes, bibliographies, introductions, summaries, conclusions, appendices). (analysis)

R.NT.06.03


8 R.NT.06.03


R.CM.06.03


R.WS.06.01

Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. (comprehension)

9 R.WS.06.01 Use word structure, sentence

structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. (comprehension)

R.NT.06.04Analyze how authors dialogue, imagery, and understatement to develop plot. (analysis)

R.WS.06.01

Use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context. (comprehension)

10 R.CM.06.03 State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.06.03 State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.06.03


Grade 07/08 08-09 09-10 10-11



174

1 G.GS.06.01

Understand and apply basic properties of lines, angles, and triangles, including: triangle inequality, relationships of vertical angles, complementary angles, supplementary angles, congruence of corresponding and alternate interior angles when parallel line (application)

N.MR.06.13

Solve contextual problems involving percentages such as sales taxes and tips. (application)

N.FL.06.12

Calculate part of a number given the percentage and the number. (application)

M.PS.06.02Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis)

2 A.FO.06.03 Use letters, with units, to represent quantities in a variety of contexts, e.g., y lbs., k minutes, x cookies. (application)

D.PR.06.01

Express probabilities as fractions, decimals or percentages between 0 and 1: know that 0 probability means an event will not occur and that probability 1 means an event will occur. (application)

M.UN.06.01

Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet. (application)

N.FL.06.02

Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (application)

3 A.RP.06.10

Represent simple relationships between quantities, using verbal descriptions, formulas or equations, tables, and graphs, e.g., perimeter-side relationship for a square, distance-time graphs, and conversions such as feet to inches. (analysis)

N.MR.06.13

Solve contextual problems involving percentages such as sales taxes and tips. (application) Focal Point 1

A.FO.06.06

Represent information given in words using algebraic expressions and equations. (application)

M.PS.06.02Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis)

4 A.FO.06.11Relate simple linear equations with integer coefficients to particular contexts, and solve e.g., 3x=8 or x + 5 =10. (analysis)

A.PA.06.01

Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3__ hours? (application) Focal Point 1

M.PS.06.02

Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis)

A.PA.06.01

Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3 hours? (application)

5 D.PR.06.02

Compute probabilities of events from simple experiments with equally likely outcomes, e.g., tossing dice, flipping coins, spinning spinners, by listing all possibilities and finding the fraction that meets given conditions. (application)

N.FL.06.10Add, subtract, multiply and divide positive rational numbers fluently. (application)

N.ME.06.11

Find equivalent ratios by scaling up or scaling down (analysis) Focal Point 1


175

6 N.FL.06.09

Add, subtract, multiply, and divide integers between -10 and 10; use number line and strip models for addition and subtraction. (application) Focal Point 1

M.PS.06.02

Draw patterns (of faces) for a cube and rectangular prism that, when cut, will cover the solid exactly (nets). (analysis)

N.FL.06.12

Calculate part of a number given the percentage and the number. (application) Focal Point 1

7 A.FO.06.11Relate simple linear equations with integer coefficients to particular contexts, and solve e.g., 3x=8 or x + 5 =10. (analysis)

N.MR.06.01

Understand division of fractions as the inverse of multiplication, e.g., if 4/5+2/3=, then 2/3x=4/5*3/2=12/10 (comprehension) Focal Point 1

G.TR.06.03

Understand the basic rigid motions in the plan (reflections, rotations, translations), relate these to congruence, and apply them to solve problems. (analysis)

8 A.PA.06.01

Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3__ hours? (application) Focal Point 1

A.FO.06.06

Represent information given in words using algebraic expressions and equations. (applications)

N.FL.06.15

Solve applied problems that use the four operations with appropriate decimal numbers. (applications). Focal Point 1

9 N.FL.06.10

Add, subtract, multiply and divide positive rational numbers fluently. (application) Focal Point 1

N.FL.06.02

Given an applied situation involving dividing fractions, write a mathematical statement to represent the situation. (application) Focal Point 1

A.PA.06.01

Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3_____hours? (application) Focal Point 1

10 N.FL.06.14 For applied situations, estimate the answers to calculations involving operations with rational numbers. (analysis) Focal Point 1

A.PA.06.01

Solve applied problems involving rates including speed, e.g., if a car is going 50 mph, how far will it go in 3_____hours? (application) Focal Point 1

Grade 07/08 08-09 09-10



176

1 W.GR.07.01

Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including participial phrases, adverbial subordinate clauses, superlative adjectives and adverbs, present/past/future, continuous verb tenses, parentheses, singular (application)

W.PS.07.01


W.GR.07.01

2 W.GR.07.01


W.PR.07.01


W.GR.07.01

3 W.GR.07.01


W.PR.07.01


W.GR.07.01

4 W.GR.07.01

Write a cohesive narrative piece that includes appropriate conventions to the genre (e.g., memoir, drama, legend, mystery, poetry, myth) and employ literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification (synthesis)

W.PR.07.04

Select and use titles, leads, and endings to achieve a specific purpose for a specific audiences. (revise writing to ensure that content, structure, elements of style and voice, literary devices, and textual feature are consistent). (evaluation)

W.GR.07.01


177

5 W.PR.07.03

Revise their writing to reflect different perspectives for multiple purposes. ()

W.PS.07.01


W.PR.07.03

6 W.GR.07.01


W.PR.07.04

Select and use titles, leads, and endings to achieve a specific purpose for a specific audiences. (revise writing to ensure that content, structure, elements of style and voice, literary devices, and textual feature are consistent). (evaluation)

W.GR.07.01

7 W.PR.07.01 Set a purpose, consider

audience, and replicate authors' styles and patterns when writing narrative or informational text. (synthesis)

W.GN.07.02

Write a research report (e.g., I-search, website, traditional) for an authentic audience that includes appropriate organizational patterns (e.g., Problem statement and solution, position statement and supporting evidence, compare and contrast), descriptive()

W.PR.07.01

8 W.PR.07.01


W.PS.07.01


W.PR.07.01


178

9 W.GR.07.01


W.PR.07.04

Select and use titles, leads, and endings to achieve a specific purpose for a specific audiences. (Revise writing to ensure that content, structure, elements of style and voice, literary devices, and textual feature are consistent). (evaluation)

W.GR.07.01

10 W.GR.07.01


W.PR.07.01


W.GR.07.01

Grade 07/08 08-09 09-10 10-11


1 R.CM.07.02


R.CM.07.02


R.NT.07.04

Analyze author's craft (e.g., theme, antagonists, protagonists, over and understatement, exaggeration). (analysis)

R.CM.07.02

Read, retell, and summarize grade level appropriate narrative and informational texts. (comprehension)

2 R.CM.07.02


R.CM.07.02 State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.07.03


R.CM.07.02

Read, retell, and summarize grade level appropriate narrative and informational texts. (comprehension)

3 R.IT.07.01

Analyze organizational patterns (e.g., compare/contrast, cause and effect, sequence). (analysis)

R.CM.07.02


R.CM.07.03


R.CM.07.03



179

4 R.WS.07.04

Know the meaning o frequently encountered words in written and oral contexts (research to support specific words). (application)

R.WS.07.07

Use strategies and authentic content-related resources to determine the meaning of words and phrases in context (e.g. literary terms, cross-cultural words and phrases, mathematical expressions, scientific procedures). (application)

R.NT.07.04


R.CM.07.01

Connect personal knowledge, experience, and understanding of the world of themes and perspectives in the text (synthesis)

5 R.CM.07.03


R.IT.07.03

Explain how authors use writer's craft and text features to enhance the understanding of central, key and supporting ideas (e.g., metaphors, similes, captions, diagrams, appendices). (analysis)

R.NT.07.04


R.NT.07.03Analyze the role of antagonists, protagonists, internal and external conflicts, and abstracts themes (analysis)

6 R.CM.07.03 State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.WS.07.01

Use word structure, sentence structures, and prediction to aid in decoding and understanding the meaning of words encountered in context. (comprehension)

R.NT.07.04


7 R.NT.06.03 Analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes. (analysis)

R.CM.07.02Read, retell and summarize grade level appropriate narrative and informational texts of grade level appropriate informational text. (comprehension)

R.CM.07.02


8 R.NT.07.02 Analyze elements and style of narrative genres (e.g., mystery, poetry, memoir, drama, myths, legends). (analysis)

R.CM.07.01Connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text. (synthesis)

R.NT.07.03

Analyze the role of antagonists, protagonists’, internal and external conflicts, and abstract themes. (analysis)


180

9 R.CM.07.02


R.WS.07.02

Use structural, syntactic, and semantic analysis to recognize

unfamiliar words in context (e.g., idioms, analogies,

metaphors, similes, knowledge of roots and affixes, major word

chunks/rimes, syllabication). (application)

R.WS.07.07

Use strategies and authentic content-related resources to determine the meaning of words and phrases in context (e.g., literary terms, cross-cultural words and phrases, mathematical expressions, scientific procedures). (application)

10 R.CM.07.01

Connect personal knowledge, experience, and understanding of the world to themes and perspectives in the text. (synthesis)

R.CM.07.03State global themes, universal truths, and principles within and across texts to create a deeper understanding. (analysis)

R.CM.07.01

Grade 07/08 08-09 09-10 10-11


1 A.PA.07.05

Understand and use directly proportional relationships of the form y=mx, and distinguish from linear relationships of the form y=mx+b, b non-zero; understand that in a directly proportional relationship between two quantities one quantity is a constant (application) Focal Point 1

N.MR.07.02

Solve problems involving derived quantities such as density, velocity, and weighted averages. (application) Focal Point 1

D.AN.07.02

Create and interpret scatter plots and find line of best fit and use an estimated line of best fit to answer questions about the data (application)

N.FL.07.07

Solve problems involving operations with intergers. (application)


181

2 D.RE.07.01

Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions. (analysis)

G.TR.07.04

Solve problems about similar figures and scale drawings. (application) Focal Point 1

N.FL.07.05

Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a/b= c/d; know how to see patterns about proportional situations in tables. (application) Focal Point 1

D.AN. 07.02

Create and interpret scatter plots and find line of best fit and use an estimated line of best fit to answer questions about the data. (application)

3 D.AN.07.02

Create and interpret scatter plots and find line of best fit and use an estimated line of best fit to answer questions about the data (application)

G.TR.07.03

Understand that in similar polygons, corresponding angles are congruent and the ratios of corresponding sides are equal; understand the concepts of similar figures and scale factor. (comprehension) Focal Point 1

D.AN.07.04

Find and interpret the median, quartiles, and interquartile range of a give set of data. (analysis)

G.TR.07.04

Solve problems about similar figures and scale drawings. (Application).

4 D.AN.07.04

Find and interpret the median, quartiles, and interquartile range of a give set of data. (analysis)

G.TR.07.05

Show that two triangles are similar using the criteria: corresponding angles are congruent (AAA similarity); the ratios of two pairs of corresponding sides are equal and the included angles are congruent (SAS similarity); ratios of all pairs of correspond (analysis) Focal Point 1

N.MR.07.04

Convert ratio quantities between different systems of units such as feet per second to miles per hour. (application) Focal Point 1

G.TR.07.05

Show two triangles are similar using the criteria: corresponding angles are congruent (AAA similarity); the ratios of two pairs of corresponding sides are equal and the included angles are congruent (SAS similarity); ratios of all pairs of correspond. (analysis)


182

5 A.FO.07.12 Add, subtract, and multiply simple algebraic expressions of the first degree, e.g., (92x+8y)-5x+y, or -2x (5x-4), and justify using properties of real numbers. (analysis)

N.FL.07.03Calculate rates of change including speed. (application) Focal Point 1

A.FO.07.12

Add, subtract, and multiply simple algebraic expressions of the first degree, e.g., (92x+8y)-5x+y, or -2x (5x-4), and justify using properties of real numbers. (analysis)

G.TR.07.03

Understand that in similar polygons, corresponding angles are congruent and the ratios fo corresponding sides are equal; understand the concepts of similar figures and scale factor. (comprehension)

6 D.RE.07.01 Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions. (analysis)

A.PA.07.04

For directly proportional or linear situations, solve applied problems using graphs and equations, e.g., the heights and volume of a container with uniform cross-section, height of water in a tank being filled at a constant rate, degrees Celsius and degree (application) Focal Point 1

N.FL.07.03

Calculate rates of change including speed. (application) Focal Point 1

7 A.PA.07.11 Understand and use basic properties of real numbers: additive and multiplicative identities, additive and multiplicative inverses, commutatively, associatively, and the distributive property of multiplication over addition. (comprehension)

N.FL.07.07Solve problems involving operations with integers. (application)

A.PA.07.03

Given a directly proportional or linear situation, graph and interpret the slope and intercept (s) in terms of the original situation; evaluate y=kx for specific x values, give k, e.g., weight vs. volume of water, base cost plus cost per unit. (application) Focal Point 1


183

8 N.FL.07.08Add, subtract, multiply and divide positive rational numbers fluently. (application)

N.FL.07.05

Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a/b=c/d; know how to see patterns about proportional situations in tables. (applications) Focal Point 1

G.TR.07.03

Understand that in similar polygons, corresponding angles are congruent and the ratios of corresponding sides are equal; understand the concepts of similar figures and scale factor. (comprehension) Focal Point 1

9 N.FL.07.05

Solve simple proportion problems using such methods as unit rate, scaling, finding equivalent fractions, and solving the proportion equation a/b= c/d; know how to see patterns about proportional situations in tables. (application) Focal Point 1

N.MR.07.06

Understand the concept of square root and cube root, and estimate using calculators (analysis)

A.PA.07.01

Recognize when information given in a table, graph, or formula suggest a proportional or linear relationship. (comprehension)

10 A.PA.07.01

Recognize when information given in a table, graph, or formula suggest a proportional or linear relationship. (comprehension)

G.TR.07.04Solve problems about similar figures and scale drawings. (application)

G.TR.07.04

Solve problems about similar figures and scale drawings. (application)

Grade 07/08 08-09 09-10 10-11

8th Priority GLCE Science GLCE Science GLCE Science GLCE Science

1 V.2.M.3Explain how water exists below the earth's surface and how it's replenished. (comprehension)

I.1.M.4Use metric measurement devices to provide consistency in an investigation. (connect)

V.1.M.1

Describe and identify surface features maps. (recall)

E.ES.07.11

Demonstrate, using a model or drawing, the relationship between the warming by the sun of the Earth and the water cycle as it applies to the atmosphere (evaporation, water vapor, warm air rising, cooling, condensation, clouds)


184

2 V.3.M.2Describe the composition and characteristics of the atmosphere. (connect)

V.3.M.3 Explain the behavior of water in the atmosphere. (recall) II.1.M.3

Show how common themes of science, mathematics, and technology apply in selected real-world contexts. (connect)

P.PM.07.24

Describe examples of physical and chemical properties of elements and compounds (boiling point, density, color, conductivity, reactivity.

3 IV.1.M.1Describe and compare objects in terms of mass, volume, and density. (analysis)

V.1.M.4

Explain how rocks and fossils are used to understand the age and geological history of the earth. (comprehension)

IV.1.M.1Describe and compare objects in terms of mass, volume, and density. (analysis)

E.SE.06.62

Explain how a compass works using the magnetic field of the Earth, and how a compass is used for navigation on land and sea.

4 I.1.M.3 Use tools and equipment appropriate to scientific investigation. (application)

V.1.M.2 Explain how rocks are formed. (comprehension) I.1.M.3

Use tools and equipment appropriate to scientific investigation. (application)

L.HE.05.11

Explain that the traits of an individual are influenced by both the environment and the genetics of individuals.

5 V.4.M.3 Describe & explain common observations of the night skies. (connect)

III.1.M.1Demonstrate evidence that all parts of living things are made of cells (connect)

V.4.M.2

Describe, compare, and explain the motions of solar system objects. (analysis)

S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.

6 III.4.M.2

Explain how new traits might become established in a population and how species become extinct. (comprehension)

V.1.M.5Explain how technology changes the surface of the earth. (comprehension)

III.1.M.2

Explain why and how selected specialized cells are needed by plants and animals. (connect)

7 I.1.M.4 Use metric measurement devices to provide consistency in an investigation. (connect)

III.2.M.2 Describe the life cycle of a flowering plant. (connect) I.1.M.4

Use metric measurement devices to provide consistency in an investigation. (connect)

8 IV.4.M.5 Describe the motion of vibrating objects. (recall) V.2.M.3

Explain how water exists below in the earth's surface and how it's replenished. (comprehension)

I.1.M.4

Use metric measurement devices to provide consistency in an investigation. (connect)


185

9 III.5.M.3 Predict the effects of changes in one population in a food web on other populations (analysis)

IV.4.M.1Explain how sound travels through different media. (connect)

V.4.M.3

Describe & explain common observations of the night skies. (connect)

10 III.2.M.1Compare and classify organisms into major groups on the basis of their structure. (connect)

IV.3.M.2

Relate motion of object to unbalanced forces in two dimensions. (analysis)

Grade 10-11

9th Priority GLCE Social Studies

1 7-W3.1.5

Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.

2 6-G3.2.2

Identify ecosystems and explain why some are more attractive for humans to use they are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zone.


186

3 8-U3.3.7

Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the U.S. using the ideas of social compact, limited government, natural rights, rights of revolution, separation of powers, bicameralism, republicanism, and popular participation in gov't.

4 6-G1.31

Use the fundamental themes of geography (location, place, human environment interaction, movement, and region) to describe regions or places on earth.


187

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