1. High School Workshop

2. School Improvement Plan

3. Due Dates
Our local school district had to submit a letter to the
Michigan Department of Education in order to commit to
one of the four models by September 16, 2010.
 Transformational Model
 Turnaround Model
 Restart
 Closure

4. Four Different Models
 Transformational – This model includes replacing the
principal, increasing learning assessment and support for
learning, extending the student/school day, as well as
enhancing teacher and parent educational opportunities
 Turnaround - replacing the principal and the district can
only hire up to 50% of its existing teaching staff within
that particular building
 Restart – Closing and re-starting school as a charter
school
 Closure – Closure of the building

5. Obligations and Dates
School Improvement Plan (SIP)
A school district was obligated to submit a written plan
describing their next round of school improvement
efforts.
 A school’s improvement plan was submitted for review
and was returned on Friday, October 29th with comments
from MDE
 The high school will submit its final draft to the MDE by
November 16th

6. Plan Dates Continued…
 Once the SIP is submitted to MDE, the MDE has 30 days
(December 16th) to respond whether or not they will
accept the SIP
 If the plan is not accepted, the MDE could ask for a
revision and re-submission of the SIP
 However, they can also decide to take over the school at
that point
 Reform plans must be in place by the 2011-12 school
year

7. Creating the School Improvement Plan
What does our
School Improvement
Grant Plan Include?

8. Plan: Three Pillars
Pillar One: Learning for all students
Pillar Two: Teacher education
Pillar Three: Parent and family
education

9. SIG Plan Includes
 A School Improvement Plan also includes:
 Rationale for selecting one of four provided models
Transformational Model was selected by our school district
and MDE was notified of our decision on September 15th.
This model includes replacing the principal, increasing
learning assessment and support for learning, extending
the student/school day, as well as enhancing teacher and
parent educational opportunities

10. Three Pillars of Learning
 A comprehensive and detailed plan on how our high
school plans on improving all of our student, teacher
and parent learning and achievement

11. Pillar One: Student Learning
 Evaluation of each student
 Northwest Evaluation Association – Students will be
assessed in mathematics, reading and language usage
quarterly. These assessments will enable all parties to
recognize current grade/competency levels, predict MME
score, provide a teaching and learning prescription in order
to get students back on track and analyze learning trends
for each student and teacher in each classroom.

12. Other Assessments
 Explorer – Practice ACT for all 9th Graders
 Plan - Practice ACT for all 10th Graders
 Bi-weekly Assessments – To measure progress related to
instructional content , strategies and student learning

13. Current Happenings
 STAR Reading and Mathematical Assessments were given
to all new students
 Administration and counselors reviewed results with
student and parents
 Changes and adjustments in student schedules were
made to accommodate student needs
 Bi-weekly assessments were developed by staff
 Daily evaluation of instructional staff techniques
 Tiered intervention process instituted
 Increased communication

14. Bi-weekly Instructional Assessments
 Bi-weekly assessments are given in each class to assess
classroom content, ACT competency and instructional
strategies
 All classroom assessment results are turned into the Principal
using a reporting rubric
 Principal communicates the results to departments and to
school administration
 Department leaders meet with principal/administration to
review results
 Department leaders meet with core and elective teams during
weekly required staff meetings to review assessment and
results

15. Analyzing Results
Communicating and Acting Upon
Students
Staff
Parents Parent
Meetings
Depart. Chairs
/ Teams
Counselors/
Teachers
Adjustments
Made
Instructional
Changes
Parent
Involvement

16. Reactions to Assessments…
 Based on our learning information the teaching staff is
expected to make the necessary instructional adjustments and
record those adjustments on their lesson plan template.
 Lessons are turned in weekly and reviewed for content,
strategies, adjustments made
 Administration does daily classroom walk-through in order to
check for teacher practice and on-task student learning
 Admin. walk-through notes are recorded and shared with staff
in order to give our staff feedback on their instructional
practices
 Communication between administration and staff occur on a
daily and regular basis

17. Teachers Viewing Teachers
 Starting November 1, 2010 – Teachers will be observing
each other in order to give teachers constructive
feedback
 All teachers are also observed and evaluated according to
the agreed upon evaluation tool

18. Parents
 Counselors, teachers and administratiors communicate
regularly with parents regarding the progress of their
student
 Counselors and teachers have been directed to call
parents of struggling students. All meetings with parents
are recorded within administrative or counseling offices
 Power School will enable parents to view their students
grades and attendance daily
 High school will putting together a series of workshops
for each grade level for parents in order to increase
parent involvement and knowledge

19. Students Who Are Struggling
 Before and after school tutoring
 Tuesday through Friday 6:30 a.m. to 7:30 a.m.
 Tuesday and Thursday 2:40 p.m. to 3:40 p.m.
 Students were removed from inappropriate class
placement and placed in an appropriate learning situation
 Meetings with parents have been held to discuss struggles
and possible solutions
 Students are given opportunity to use web based skill
builders and encouraged to use library if computer use is
unavailable
 READ 180 and Math Support Lab (Response to
Intervention)

20. Ensuring Success For All

21. Student Success
Under the SIG Plan if a student is not successful they are given
an opportunity to receive help using a Response to Intervention
Model
 Tier One – On grade level but are struggling need
occasional help
 Tier Two – Core instruction plus supplemental instruction
 Tier Three – Students are not successful and need
intensive and individual attention is provided. Skill are
provided by skillfully trained staff and Instruction time
increased

22. Response to Intervention (RTI)

23. Response to Intervention
Reading Mathematics
 Tier One - Tutoring
 Tier Two – READ 180
 Tier Three – Corrective Reading
 Tier One – Tutoring
 Tier Two – Math Lab
 Tier Three – Accelerated Math
 Tier One – At grade level
 Tier Two – 1-2 grade levels
behind
 Tier Three – 3 or more grade
llevels behind

24. What Do We Do When A Student is Off
Track?
Normal
Before
School
Tutoring
After School
Tutoring
1-2 Grades Below
Read 180
Math Lab
Tutoring
3 or more Grade
Levels Below
Accelerated
Math
Corrective
Reading
Read 180
Math Lab
Tutoring

25. SIP and Needs of RTI
 Specialized Staff
 Literacy and Math Coaches
 Paraprofessionals
 Math Staffing (TBD)
 Software and Programs
 Corrective Reading
 READ 180 (TBD)
 Accelerated Math
 Northwest Evaluation Association
 Tutoring

26. Incentives
 Incentives for students and staff are a requirement in the
SIP
 District discussions are taking place
 The High School has in place a “I Can Lead” program that
involves
 Peer to peer mentoring and tutoring
 Community Service
 Awards and incentives for students who are doing well at
every card marking

27. A New High School
 Re-create the vision for the high school
 This vision must be directly related to using a “Learning
for all /RTI” approach that is cost effective

28. Key Suggestions
 Integration of technology in order to enhance students
educational opportunity and experience
 IPAD for every student
 Server
 Software
 Training for staff
 LCD Projectors and Laptops for every classroom
 Document camera for every classroom
 New digital televisions for every classroom
 Clickers for assessments
 Interactive white boards

29. HOW DOES THAT RELATE TO RTI?
 Academic Strategies
 Frequent opportunities for movement during instruction
 Students can move about with connectivity and content at finger
tips
 Circulate among students and observe
 Teacher using on-line forums such as Google Groups teachers can
more easily track students work
 To date, we have 15 teachers using Google Groups as an
interactive instructional platform

30. Related Continued…
 Use multiple and flexible grouping
 On-line discussion and response forums allows teachers to break
groups into multiple and flexible groupings
 Divide instruction into shortened segments and provide
 Use of such web based services as YouTube and Slideshare.com
enables staff to record core instruction in small shorten segments
 LCD projectors allow those to be shown in class

31. Related Continued…
 Immediate feedback to students before moving forward
 Use of Google Groups, student email, Elmo's allow for immediate
feedback
 Adjust and extend time as needed
 The automated delivery of instructional information to student’s
e-mail accounts will allow instructional staff to adjust and extend
learning opportunities
 Automated emails can send information out such as videos and
documents can be sent to student email accounts as well as hold
on-line tutoring opportunities

32. Related Continued…
 Use graphic organizers and master notes
 Elmo document cameras allow a teacher to clearly demonstrate
to a student how to set up a student organizers, charts, graphs
etc…
 Digitizing information and being able to share it through Google
Groups, automated deliveries allows students to access and
organize their information clearly, consistently and concisely
 Use computer software to allow students to access content
multiple ways
 Apple applications allow for differentiate instruction to meet
every students needs

33.  Use visuals, charts and models for concept reinforcement
 LCD projectors / Televisions allow teachers to show appropriate
charts, graphs and models for concept reinforcement
 Have students record notes and illustrations
 Students can use screen capturing software programs such as
Camtasia to easily record notes and Snag it to record illustrations
 Provide clear written instructions
 Teachers can provide instructions using blogs, PowerPoint's using
Camtasia / Snagit software, emails, Google Groups that are
accessible 24/7

34. Other Technologies
• Clickers and
Interactive White
Boards, TI Navigators
allow for immediate
student and teacher
learning feedback.

36. Integration of
Mobile
Technology
The high school
administration is
currently working with
Learncast.com to
provide mobile
classroom experiences
and applications
 St. John’s Health
Systems

37. School At Their
Finger Tips
•ACT Prep
•Career Based Prep
•Core Prep
•Tutorials
•Calculator / Camera
•Video and Audio
Watching / Recording
•Email / Messaging
•Calendar / Organizer

38. Agreements
 Cooperation agreements with Local One need to be
in place in order to support the plan
 Evaluations – Danielson Model
 Extended day – Zero and Seventh Hour
 Incentives for growth

39. MDE Involvement
 Financial –The Michigan Department of Education
has competitive funds available for school districts
who meet all the requirements of the SIP
 Financial awards will be given based on credibility
and sustainability of the plan
 A reform officer will be assigned and will begin to
monitor the school for daily and annual progress, as
well as, check on the implementation of the plan

40. Financial Commitments
 Financial and vendor commitments that the state and
the local school district will be assuming a shared
responsibility .
Please refer to your budget hard copy at this time

41. Questions
?