School Improvement Plan
Community Ed. Resource Center
Lake Orion Community Schools
Mrs. Kristin Sliwinski
455 EAST SCRIPPS RD
LAKE ORION
,
MI 48360-2249
Introduction
1
Executive Summary
Introduction
3
Description of the School
4
School's Purpose
5
Notable Achievements and Areas of Improvement
6
Additional Information
7
Improvement Plan Stakeholder Involvement
Introduction
9
Improvement Planning Process
10
School Data Analysis
Introduction
12
Demographic Data
13
Process Data
15
Achievement/Outcome Data
17
Perception Data
22
Summary
25
Introduction
27
School Additional Requirements Diagnostic
28
School Improvement Plan 2015-2016
Overview
31
Goals Summary
32
Goal 1: All students will increase attendance in their courses.
33
Goal 2: All students will improve their performance in mathematics
33
Goal 3: All students will improve their performance in reading and writing
35
Goal 4: All early childhood students will be school ready for kindergarten.
36
Goal 5: All homeless students at CERC building will be provided adequate services.
37
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's
comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school
improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary
Education Act (ESEA) as applicable.
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Executive Summary
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Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.
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Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?
The school building houses many different departments for the school district. Within the Community Education Resource Center (CERC) there is the Childcare Program, Head Start, Technology Department, Food Service Department, Buildings and Grounds Department, Special Education Offices, and Learning Options Alternative High School. The building is the former home of Lake Orion High School and is in close proximity to the campuses of Stadium Drive Elementary School, Scripps Middle School, and Lake Orion High School. The alternative high school students are mainly 10th-12th graders, aged 15-19.
We are located in Oakland County. We service students from Lake Orion and surrounding districts with education provided to approximately 100-125 students per school year. At the alternative high school there are four certified teachers, one support staff, one secretary, and one supervisor.
Our goal is to prepare all of our students to be career/college ready. We collaborate with other schools, programs, and community partners to enhance services provided to all students. We serve a population of students who are presented with significant barriers to their education including, but not limited to, being single parents, credit deficiency, attendance issues, and a lack of reliable transportation.
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School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.
Vision Statement
"Educating our students for the challenges of tomorrow"
Mission Statement
"Providing an exemplary education for all learners"
Belief Statement(s)
We believe that:
Education is the shared responsibility of students, family, school, and the community All students can learn
All learners deserve equity and opportunity in their education High expectations promote success
Exemplary education is the result of professional growth and continuous school improvement All learners are entitled to a safe learning environment
Education promotes a healthy sense of self and encourages personal achievement Learning is lifelong
Our goal is to prepare our students to be career/college ready. Our curriculum is aligned to help our students meet their long term academic goals. We provide opportunities for our students to experience responsibility and goal setting. When students leave our school they have the tools necessary to become successful adults.
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Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.
Notable Achievements
-Continued alignment of curriculum and curriculum mapping with traditional high school and Common Core standards -Collaboration with higher education stakeholders and community members
-Successful transition and continued growth on state administered standardized tests
Areas of Improvement
-Continue to expand blended and distance learning opportunities
-Continued professional development aimed at increasing student achievement -Continual curriculum alignment to traditional high school and Common Core standards -Continued focus on student improvement and academic growth in Math and Literacy
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
As an alternative high school we continue to meet the needs of all students and hold students to high academic expectations. We
successfully transitioned to M-Step testing and were able to test 95% of our students during the 2014/2015 school year. We continue to build upon our selection as a top academic program as identified through the Oakland County Excellence in Education process during the
2013/2014 school year. We strive to provide a well-rounded, rigorous education that prepares our students for success beyond high school.
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Improvement Plan Stakeholder Involvement
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Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.
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Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.
Stakeholders were engaged in the development of the program's improvement plan by invitation. Oakland Community College and Baker College are partners, as they provide scholarships and inform students of what types of programs are available for the future. Our teaching staff are also stakeholders; they are motivators to the students.
Stakeholder meetings were scheduled on a periodic basis through the year. Teaching staff were involved in the identification of areas for improvement through these meetings. The school's schedule includes late start Wednesdays in which staff were able to devote monthly, and sometimes, bi-weekly meeting time to the identification and development of this plan.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.
Representatives from the stakeholder groups provided recommendations for the improvement plan. Teaching staff are integral in ensuring the plan is carried out, along with the supervisor.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.
As we transition through changes in our programming we continue to work on our Improvement Plan by reviewing logistics and making sure we have a good method of communication with all stakeholders. The final improvement plan will be shared with all stakeholders and will be followed by planning/reporting/advising meetings with stakeholders throughout the school year.
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School Data Analysis
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Introduction
The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a school’s comprehensive needs assessment process.
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Demographic Data
Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance, grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate,
suspensions/expulsions, etc.
Student Demographic Data
1. In looking at the three year trend in student enrollment data, what challenges have been identified?
Our alternative high school continues to have solid, often increasing, enrollment over the past three years. With this being said, however, we continue to struggle with an overall declining district enrollment which directly impacts the number of students who attend our high school each year.
Student Demographic Data
2. In looking at the three year trend in student attendance data, what challenges have been identified?
The challenges regarding attendance include lack of motivation, lack of parental involvement, and teen pregnancy/parenting responsibilities.
Student Demographic Data
3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges have been identified?
We work with a highly at-risk population who have often encountered struggles, both academically and socially, throughout their school careers. Our overall discipline referrals are on a downward trend, however, the biggest challenge as it relates to student behavior is ensuring we have the proper staff and resources in place to address students' needs.
Student Demographic Data
4. What action(s) could be taken to address any identified challenges with student demographic data?
We can continue to work as a staff to develop community and parental outreach and communication to provide a whole child approach to educating and supporting all of our students.
Teacher/School Leader(s) Demographic Data
5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what impact might this have on student achievement?
The school leader was a teacher in the program for 7 years before becoming the administrator for the past 2. The leader has a strong understanding of the school, its students and staff, and the unique challenges that face an alternative high school. This understanding helps to drive instructional leadership for the betterment of all staff and students.
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Teacher/School Leader(s) Demographic Data
6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student achievement?
All of our teachers are tenured with extensive experience both in traditional and alternative education. This experience directly impacts student achievement as staff understand the unique needs and challenges of the at-risk learner and tailor their instructional delivery and practices to ensure all students achieve academic growth.
Teacher/School Leader(s) Demographic Data
7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or due to illness, what impact might this have on student achievement?
Most days that the school leader is absent from the building are due to attendance at professional learning meetings and conferences. The information learned at these meetings is brought back to staff and discussed as a team in building level meetings. Though the school leader is absent, the teaching staff of the school is able to continue strong, highly focused instruction due to the collaborative nature of the school team.
Teacher/School Leader(s) Demographic Data
8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this have on student achievement?
Teacher absences are minimal; when absences are known, however, a plan is in place to ensure that academic achievement and curricular progress continue until the teacher's return.
Teacher/School Leader(s) Demographic Data
9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics?
A continued plan to ensure that when the school leader or teachers are absent from the building that instruction continues with a focus on continued academic growth for the student. This can be achieved through team meetings and team taught classes in which all staff are familiar with school structure and procedures for the betterment of all students.
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Process Data
Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and assessment.
10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as strengths?
Standard 1, Indicator A Standard 1, Indicator B Standard 2, Indicator C Standard 5, Indicator N Standard 6, Indicator R
11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as challenges?
Standard 3, Indicator J Standard 5, Indicator O Standard 6, Indicator P Standard 10, Indicator Y Standard 10, Indicator Z
12. How might these challenges impact student achievement?
Most of our challenges centered around student involvement in the decision making process as well as continued community outreach. As a smaller school with an at-risk population, the biggest challenges presented in these standards and indicators is that we must find a balance between motivating students to attend and achieve at school while involving them in long-term, important planning for the whole school's educational betterment and success.
13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School Systems Review or the Interim Self Assessment/Self Assessment.
We can develop a goal that focuses on increased student involvement and ownership of their education from the time they enroll with us until graduation.
14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title III, Section 31a, IDEA, credit recovery, extended learning opportunities?
Through continued collaboration with staff in our building, the traditional high school, and resources available at the district level, we ensure
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that we are not only meeting the needs of all students but ensuring that equal opportunities for a well-rounded, whole child education is provided to every student in our school.
15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available?
Extended learning opportunities for our students are available to students currently enrolled in our alternative high school in grades 10-12. These include credit recovery lab opportunities, after school tutoring help, and access to the resources and student activities made available to all students at the district's traditional high school.
16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these opportunities?
All students in our school are offered the chance to participate in extended learning opportunities. Parents are notified of these opportunities through electronic communication, traditional mail, postings to the district's website, parent/teacher conferences, curriculum night, and individual outreach to families from school staff.
17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e. horizontal and vertical alignment, in all content courses and grade levels?
Teachers at the alternative high school collaborate with traditional high school departments and department chairs, the district's Teaching and Learning Department, and consult curriculum maps used at the high school level to ensure that all content standards are aligned and being taught. Additionally, collaboration between the high school and middle levels within our district ensures that we are aligning instructional practices to provide a continuous, well-rounded education for all students.
18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you completed a health survey/ screener.
We continue to analyze and discuss the results of the MIPHY survey for our students both at the alternative and traditional high schools to ensure that we are addressing the needs of the whole child in their pursuit of a well-rounded education. We collaborate with traditional high school staff and plan instruction/activities accordingly for our students.
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Achievement/Outcome Data
Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in each text box.
19a. Reading- Strengths
We continue to review state standardized test scores to ensure that our students make academic growth in the area of reading.
19b. Reading- Challenges
Many of our students have struggled in their academic career and continue to read below grade level.
19c. Reading- Trends
This is the first year that the alternative high school gathered this data. We will continue to gather, analyze, and plan instruction accordingly moving into this school year.
19d. Reading- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
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We will continue to use this as one of our instructional goals in the SIP and drive instruction/support specific to this area moving forward. We will explore the possibility of utilizing Learning Support Staff specific to this area to increase student achievement.
20a. Writing- Strengths
We continue to analyze state standardized test scores to ensure that our students are making academic growth in the area of writing.
20b. Writing- Challenges
This is the first year that the alternative high school gathered this data. We will continue to gather, analyze, and plan instruction accordingly moving into this school year.
20c. Writing- Trends
Our students continue to make academic gains in this area, however, we are still seeing our at-risk population struggle with writing and achieve below grade level in this area.
20d. Writing- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
This can be addressed in academic goals outlined in our SIP plan in addition to continuing to work to ensure that we are providing the adequate instructional and support resources needed within our building to make sure that all students are making academic gains in this area.
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21a. Math- Strengths
We continue to gather state standardized test scores in the area of math - recent building level trends are showing an increased mastery of math content and academic growth in this area.
21b. Math- Challenges
Math continues to be the biggest area of academic concern for our students. Students often come to our school with a varied background of math experiences so we continue to work to find a way to level the playing field for all students in this area.
21c. Math- Trends
We continue to analyze this data but at the building level are seeing an increase in student achievement and understanding in the area of math.
21d. Math- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
We will continue to use this as an academic goal in our SIP including focusing additional support and staff to increase student achievement in the area of math.
22a. Science- Strengths
We continue to analyze state standardized test scores in this area but are seeing a continual understanding of material and academic growth
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at the building level in Science.
22b. Science- Challenges
Our Science teacher is part-time so we continue to analyze and review ways in which we can provide Science instruction to meet the needs of all students across the entire Science curriculum.
22c. Science- Trends
At the building level we continue to see Science growth and continue to analyze student performance in this area on state standardized test scores.
22d. Science- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
N/A - We are currently focusing our SIP goals in the area of reading, writing, and math with the goal of utilizing our Science courses to increase achievement in these areas as well.
23a. Social Studies- Strengths
We continue to analyze state standardized testing scores but are seeing a trend of continued academic growth at the building level in the area of Social Studies.
23b. Social Studies- Challenges
We continue to analyze data in this area to identify the needs of an academically at-risk population as it relates to Social Studies instruction.
23c. Social Studies- Trends
Our Social Studies growth seen at the building level continues to remain steady. We continue to analyze this growth on state standardized tests and address academic needs as necessary.
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23d. Social Studies- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
N/A - we will continue to utilize Social Studies instruction and curriculum to provide support in the area of reading and writing at this time.
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Perception Data
Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey feedback already collected from students, parents and staff.
24a. Student Perception Data
Which area(s) indicate the overall highest level of satisfaction among students?
Teacher caring and concern as well as the flexibility in scheduling and learning opportunities available during and outside of the school day.
24b. Student Perception Data
Which area(s) indicate the overall lowest level of satisfaction among students?
Students sometimes look for varying elective opportunities. With a smaller staff focused mainly on the core curriculum, elective opportunities are sometimes limited for our students.
24c. Student Perception Data
What actions will be taken to improve student satisfaction in the lowest area(s)?
Continual partnership with the traditional high school to ensure that students are afforded available opportunities as provided by the resources available at Lake Orion High School.
25a. Parent/Guardian Perception Data
What area(s) indicate the overall highest level of satisfaction among parents/guardians?
Program flexibility, teacher caring/concern for students, and an increased focus on career/college readiness
25b. Parent/Guardian Perception Data
What area(s) indicate the overall lowest level of satisfaction among parents/guardians?
Due to current staffing constraints and credit deficiencies of incoming students we are not always able to offer the full range of elective courses as the traditional high school.
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25c.Parent/Guardian Perception Data
What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)?
Continued partnership with Lake Orion High School to provide opportunities for elective course enrollment.
26a.Teacher/Staff Perception Data
What area(s) indicate the overall highest level of satisfaction among teachers/staff?
Open, honest lines of communication between staff and school leadership Continued school focus on educating the whole child
Collaborative nature of current staff team
26b.Teacher/Staff Perception Data
What area(s) indicate the overall lowest level of satisfaction among teachers/staff?
Inability to be able to find a positive solution to student attendance struggles as a school
26c.Teacher/Staff Perception Data
What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)?
Continue to work with district level staff to review this area and develop a positive plan moving forward to increase student achievement.
27a.Stakeholder/Community Perception Data
What area(s) indicate the overall highest level of satisfaction among stakholders/community?
The ability of our school to provide at-risk students, who otherwise struggled academically, to become successful, graduate, and become prepared for their post-secondary plans.
27b.Stakeholder/Community Perception Data
What area(s) indicate the overall lowest level of satisfaction among stakeholders/community?
As a school we need to continue to focus on increasing student attendance and continue our focus on preparing students to be
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career/college ready.
27c.Stakeholder/Community Perception Data
What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)?
Continue to collaborate with all stakeholders to involve them as part of the SIP process, bring in outside speakers from agencies and other institutions to provide insight and resources for students, and continue to gather feedback from the community to help drive our school's practices.
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Summary
28a. Summary
Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes and perception.
Overall, our school continues to do a good job of instructing the whole child and focuses on helping to prepare them for post-secondary plans. As an alternative high school, we work with a highly at-risk population that encounters many obstacles to finding success in their education. As a school team, we must continue to foster partnerships to ensure that we are working collaboratively to meet the needs of all students and ensure that they are career/college ready when they graduate from our school.
28b. Summary
How might the challenges identified in the demographic, process and perception data impact student achievement?
As at-risk students who sometimes struggle with attendance, we need to focus on ensuring that our students are present everyday and are ready to learn. With high absence rates, students miss large portions of instruction and are not able to make as strong of academic gains as we would like to see.
28c. Summary
How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign Plan?
These challenges will be addressed by ensuring that in all of our goals, objectives, and strategies we have put in place support systems designed to help students of all backgrounds and needs, including those who may struggle academically, socially, and with attendance.
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School Additional Requirements Diagnostic
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Introduction
This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
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School Additional Requirements Diagnostic
Label Assurance Response Comment Attachment
Literacy and math are tested annually in grades 1-5.
No We do not have grades 1-5 in our school.
Label Assurance Response Comment Attachment
Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this). If yes, please provide a link to the report in the box below.
Yes http://www.lakeorion.k12.mi.us/us erfiles/29/my%20files/annual%20
education%20report/13-14%20cerc_aer.pdf?id=538602
Label Assurance Response Comment Attachment
Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file.
No We do not have 8th grade students enrolled in our school.
Label Assurance Response Comment Attachment
Our school reviews and annually updates the EDPs to ensure academic course work alignment.
No
Label Assurance Response Comment Attachment
The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.
References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.
Yes Policies are written into program and district handbooks. These policies are strictly followed.
Label Assurance Response Comment Attachment
The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.
Yes Rick Arnett
Assistant Superintendent of Human Resources 315 N. Lapeer St. Lake Orion, MI 48362 248-693-5400 SY 2015-2016 Page 28
Label Assurance Response Comment Attachment
The institution has a School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy. If yes, please attach the School-Parent
Involvement Plan below.
Yes
Label Assurance Response Comment Attachment
The institution has a School-Parent Compact. If yes, please attach the School-Parent Compact below.
No
Label Assurance Response Comment Attachment
The School has additional information necessary to support your improvement plan (optional).
No
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School Improvement Plan 2015-2016
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Overview
Plan Name
School Improvement Plan 2015-2016
Plan Description
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Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
#
Goal Name
Goal Details
Goal Type
Total Funding
1
All students will increase attendance in their
courses.
Objectives:1
Strategies:1
Activities:3
Organizational
$700
2
All students will improve their performance in
mathematics
Objectives:1
Strategies:2
Activities:5
Academic
$0
3
All students will improve their performance in
reading and writing
Objectives:1
Strategies:2
Activities:3
Academic
$30000
4
All early childhood students will be school ready for
kindergarten.
Objectives:1
Strategies:1
Activities:4
Academic
$2000
5
All homeless students at CERC building will be
provided adequate services.
Objectives:1
Strategies:1
Activities:2
Organizational
$700
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Goal 1: All students will increase attendance in their courses.
Strategy 1:
Teacher monitor attendance - Staff will monitor student attendance on a daily, weekly, and quarterly basis.
Research Cited: "ERIC Research On School Attendance And Student Achievement: A Study Of Ohio Schools, Educational Research Quarterly, 2004." ERIC
-Research On School Attendance And Student Achievement: A Study Of Ohio Schools, Educational -Research Quarterly, 2004. N.p., n.d. Web. 28 Aug. 2013.
Tier: Tier 1
Goal 2: All students will improve their performance in mathematics
Measurable Objective 1:
collaborate to reach their individual attendance goals by 06/17/2016 as measured by quarterly attendance records and report cards..
Activity - Goal setting
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Students will set attendance goals and monitor their progress.
Behavioral
Support
Program
Tier 2
Implement
09/08/2015 06/17/2016 $0
No Funding
Required
All school
staff
Activity - Teacher monitor student goals
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers monitor student goal achievement, encourage, and
provide incentives as appropriate
Behavioral
Support
Program
Tier 2
Monitor
09/08/2015 06/17/2016 $400
Other
Teaching
staff,
supervisor
Activity - Celebrate steps toward student goals
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
The program will celebrate steps in student goal achievements. Behavioral
Support
Program
Tier 2
Evaluate
09/08/2015 06/17/2016 $300
Other
Teachers
and
Supervisor
Measurable Objective 1:
85% of Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency achievement in Mathematics by 06/17/2016 as measured by state
assessments and common assessments.
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Strategy 1:
Michigan Standards - All teachers will implement Michigan Math Standards into their curriculum by using current resources.
Research Cited: Kaput, James. "Transforming Algebra from an Engine of Inequity to an Engine of Mathematical Power by "Algebrafying" the K-12 Curriculum". the
Nature and Role of Algebra in the K-14 Curriculum. National Academy Press. Washington DC, 1998
Tier: Tier 1
Strategy 2:
Math Intervention - Teachers will identify student weaknesses in mathematics and identify strategies to support students who are struggling.
Research Cited: Brown-Chidsey, Rachel, and Mark Steege. Response to Intervention Second Edition. New York: The Guilford Press, 2010. Print.
Tier: Tier 2
Activity - Curriculum Alignment
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will align curriculum so that the Michigan Standards
are fully integrated into the mathematics courses.
Other
Tier 1
Getting
Ready
08/25/2014 06/17/2016 $0
No Funding
Required
Math
teachers
Activity - Common Assessments
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will align and administer common assessments.
Direct
Instruction
Tier 1
Implement
09/01/2014 06/17/2016 $0
No Funding
Required
Math
teachers
Activity - Data Analysis
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will collect assessment data and evaluate the
effectiveness of the assessment and realign them to better
guide instructional practices.
Other
Tier 1
Monitor
09/05/2014 06/17/2016 $0
No Funding
Required
Math
teachers
Activity - Professional Development
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will be provided with professional development
opportunities and resources throughout the year.
Professiona
l Learning
Tier 1
Getting
Ready
08/31/2015 06/17/2016 $0
No Funding
Required
All teaching
staff
Activity - Individualized Instruction
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
SY 2015-2016 Page 34Goal 3: All students will improve their performance in reading and writing
Strategy 1:
Michigan Standards - All teachers will implement appropriate standards into their curriculum by using current resources.
Research Cited: Kaput, James. "Transforming Algebra from an Engine of Inequity to an Engine of Mathematical Power by "Algebrafying" the K-12 Curriculum". the
Nature and Role of Algebra in the K-14 Curriculum. National Academy Press. Washington DC, 1998
Tier: Tier 1
Strategy 2:
Reading Comprehension - Teachers will identify student weaknesses in reading comprehension and identify strategies to support students who are struggling.
Research Cited: Brown-Chidsey, Rachel, and Mark Steege. Response to Intervention Second Edition. New York: The Guilford Press, 2010. Print.
Tier: Tier 2
Using summative and formative assessment data, individual
students will be targeted for instruction in the specific areas of
their weaknesses. Students will work with their teachers and
support staff using a variety of teaching methods and strategies
to improve specific areas of need.
Direct
Instruction
Tier 2
Implement
09/02/2014 06/17/2016 $0
No Funding
Required
All
instructiona
l staff
Measurable Objective 1:
85% of Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency in reading comprehension in Reading by 06/17/2016 as measured by state
assessments and common assessments.
Activity - Curriculum Alignment
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will align curriculum so that the Michigan Standards
are fully integrated into ELA courses.
Other
Tier 1
Getting
Ready
09/08/2014 06/17/2016 $0
No Funding
Required
All teachers
Activity - Professional Development
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will be provided with professional development
opportunities and resources throughout the year.
Professiona
l Learning
Tier 1
Getting
Ready
08/31/2015 06/17/2016 $0
No Funding
Required
All teachers
Activity - Individualized Instruction
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
SY 2015-2016 Page 35Goal 4: All early childhood students will be school ready for kindergarten.
Strategy 1:
Tutition and Grant Based Early Childhood Programs - Tuition and grant based early childhood programs will be provided and offered to students in Lake Orion.
Research Cited: www.acf.hhs.gov - Assessing early childhood teachers use of child progress monitoring to individualize teaching practices, 2012-2015
Tier: Tier 1
Using summative and formative assessment data, individual
students will be targeted for instruction in the specific areas of
their weaknesses. Students will work with their teachers and
support staff using a variety of teaching methods and strategies
to improve specific areas of need.
Direct
Instruction
Tier 2
Implement
09/08/2015 06/17/2016 $30000
Section 31a All
instructiona
l staff
Measurable Objective 1:
85% of Pre-K grade students will demonstrate a proficiency in school readiness standards in English Language Arts by 06/17/2016 as measured by COR (Child
Observation Report) and PQA (Program Quality Assessment).
Activity - Head Start (including Early Head Start) Program
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Head Start is a pre-school program for 3 and 4 year children
who meet qualifying factors.
Early Head Start is a program for pregnant mothers and
children up to age 36 months who meet qualifying factors.
Direct
Instruction
Tier 1
Monitor
09/08/2015 06/03/2016 $1000
Head Start
Head Start
teachers
Activity - Great Start Readiness
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Great Start Readiness program is a pre-school program to 4
year old children who meet qualify factors.
Direct
Instruction
Tier 1
09/08/2015 06/03/2016 $1000
Other
Great Start
Readiness
Teachers
Activity - Tutition Based Ealry Childhood Programs
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
This tuition based early childhood education program for
children infant through kindergarten school entry age.
Direct
Instruction
Tier 1
Monitor
09/08/2015 06/17/2016 $0
General
Fund
Early
Childhood
Teachers
Activity - Data Collection
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
SY 2015-2016 Page 36Goal 5: All homeless students at CERC building will be provided adequate services.
Strategy 1:
Non-academic Homeless Services - Provide homeless students with services that are not typically offered to Title I students, such as, transportation services, clothing,
student fees, school supplies, counseling services, etc.
Research Cited: Yamguchi, B.J., Strawser, S. and Higgins, K. (1997). Children Who Are Homeless: Implications for Educators. Intervention in School and Clinic, 33.
90-97.
Tier: Tier 2
Early Childhood Teachers will collect student data using the
COR (Child Observation Report) and PQA (Program Quality
Assessment).
Direct
Instruction
Tier 1
09/08/2015 06/17/2016 $0
No Funding
Required
Early
Childhood
Teachers
Measurable Objective 1:
collaborate to reserve Title I funds to provide services to homeless students within the building by 06/30/2016 as measured by distict budget and homeless
documentation.
Activity - Homeless List
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Maintain a homeless student list at the district level by school.
Behavioral
Support
Program,
Academic
Support
Program
Tier 2
Monitor
09/08/2015 06/17/2016 $0
Title I Part
A
Nancy
Limback,
Pupil
Accounting
Activity - Coordination of Homeless Services
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Coordinate homeless services needed for student between
parents and school.
Behavioral
Support
Program,
Academic
Support
Program
Tier 2
Monitor
09/08/2015 06/17/2016 $700
Title I Part
A
Building
Principal
SY 2015-2016 Page 37
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
Head Start
General Fund
Section 31a
No Funding Required
Activity Name
Activity Description
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Staff
Responsibl
e
Head Start (including
Early Head Start)
Program
Head Start is a pre-school program for 3 and 4
year children who meet qualifying factors.
Early Head Start is a program for pregnant
mothers and children up to age 36 months who
meet qualifying factors.
Direct
Instruction
Tier 1
Monitor
09/08/2015 06/03/2016 $1000
Head Start
teachers
Activity Name
Activity Description
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Staff
Responsibl
e
Tutition Based Ealry
Childhood Programs
This tuition based early childhood education
program for children infant through kindergarten
school entry age.
Direct
Instruction
Tier 1
Monitor
09/08/2015 06/17/2016 $0
Early
Childhood
Teachers
Activity Name
Activity Description
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Staff
Responsibl
e
Individualized Instruction Using summative and formative assessment data,
individual students will be targeted for instruction
in the specific areas of their weaknesses.
Students will work with their teachers and support
staff using a variety of teaching methods and
strategies to improve specific areas of need.
Direct
Instruction
Tier 2
Implement
09/08/2015 06/17/2016 $30000
All
instructiona
l staff
Activity Name
Activity Description
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Staff
Responsibl
e
Data Collection
Early Childhood Teachers will collect student data
using the COR (Child Observation Report) and
PQA (Program Quality Assessment).
Direct
Instruction
Tier 1
09/08/2015 06/17/2016 $0
Early
Childhood
Teachers
SY 2015-2016 Page 38Other
Title I Part A
Goal setting
Students will set attendance goals and monitor
their progress.
Behavioral
Support
Program
Tier 2
Implement
09/08/2015 06/17/2016 $0
All school
staff
Individualized Instruction Using summative and formative assessment data,
individual students will be targeted for instruction
in the specific areas of their weaknesses.
Students will work with their teachers and support
staff using a variety of teaching methods and
strategies to improve specific areas of need.
Direct
Instruction
Tier 2
Implement
09/02/2014 06/17/2016 $0
All
instructiona
l staff
Data Analysis
Teachers will collect assessment data and
evaluate the effectiveness of the assessment and
realign them to better guide instructional practices.
Other
Tier 1
Monitor
09/05/2014 06/17/2016 $0
Math
teachers
Professional
Development
Teachers will be provided with professional
development opportunities and resources
throughout the year.
Professiona
l Learning
Tier 1
Getting
Ready
08/31/2015 06/17/2016 $0
All teachers
Professional
Development
Teachers will be provided with professional
development opportunities and resources
throughout the year.
Professiona
l Learning
Tier 1
Getting
Ready
08/31/2015 06/17/2016 $0
All teaching
staff
Curriculum Alignment
Teachers will align curriculum so that the Michigan
Standards are fully integrated into ELA courses.
Other
Tier 1
Getting
Ready
09/08/2014 06/17/2016 $0
All teachers
Common Assessments
Teachers will align and administer common
assessments.
Direct
Instruction
Tier 1
Implement
09/01/2014 06/17/2016 $0
Math
teachers
Curriculum Alignment
Teachers will align curriculum so that the Michigan
Standards are fully integrated into the
mathematics courses.
Other
Tier 1
Getting
Ready
08/25/2014 06/17/2016 $0
Math
teachers
Activity Name
Activity Description
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Staff
Responsibl
e
Teacher monitor student
goals
Teachers monitor student goal achievement,
encourage, and provide incentives as appropriate
Behavioral
Support
Program
Tier 2
Monitor
09/08/2015 06/17/2016 $400
Teaching
staff,
supervisor
Great Start Readiness
Great Start Readiness program is a pre-school
program to 4 year old children who meet qualify
factors.
Direct
Instruction
Tier 1
09/08/2015 06/03/2016 $1000
Great Start
Readiness
Teachers
Celebrate steps toward
student goals
The program will celebrate steps in student goal
achievements.
Behavioral
Support
Program
Tier 2
Evaluate
09/08/2015 06/17/2016 $300
Teachers
and
Supervisor
Activity Name
Activity Description
Activity
Type
Tier
Phase
Begin Date End Date
Resource
Assigned
Staff
Responsibl
e
SY 2015-2016 Page 39
Coordination of
Homeless Services
Coordinate homeless services needed for student
between parents and school.
Behavioral
Support
Program,
Academic
Support
Program
Tier 2
Monitor
09/08/2015 06/17/2016 $700
Building
Principal
Homeless List
Maintain a homeless student list at the district
level by school.
Behavioral
Support
Program,
Academic
Support
Program
Tier 2
Monitor
09/08/2015 06/17/2016 $0
Nancy
Limback,
Pupil
Accounting
SY 2015-2016 Page 40