riverside academy sip09

RIVERSIDE ACADEMY

SCHOOL IMPROVEMENT PLAN

Includes Title I School-Wide Component

2007-2010 Revised 6/2009

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Contents

MISSION STATEMENT .................................................................................................. 4 SCHOOL IMPROVEMENT PLANNING COMMITTEE .................................................... 5

BOARD OF DIRECTORS ........................................................................................................ 5

*COMPREHENSIVE NEEDS ASSESSMENT ................................................................. 6 SCHOOL PROFILE ................................................................................................................. 6 ENROLLMENT TRENDS ....................................................................................................................... 8

COMMUNITY DEMOGRAPHICS .......................................................................................................... 9

STUDENT DATA ................................................................................................................. 11 MEAP RESULTS .................................................................................................................................. 11

TERRANOVA FALL 2008-2009 RESULTS ........................................................................................... 23

ED PERFORMANCE 2008-2009 ........................................................................................................... 27

ED PERFORMANCE RESULTS FOR MIDDLE AND HIGH SCHOOL: 2007-2008 ................................. 54

NEEDS ASSESSMENT SUMMARY FOR MIDDLE/HIGH SCHOOL 2007-2008 ..................... 56

PERCEPTION DATA (SURVEYS) ........................................................................................ 56 PARENT SURVEYS ............................................................................................................................. 56

TEACHER SURVEYS .......................................................................................................................... 57

STUDENT SURVEYS .......................................................................................................................... 58

*SCHOOL-WIDE IMPROVEMENT REFORM STRATEGIES/ACTION PLAN ............... 58 GOAL STATEMENTS: .................................................................................................. 61

ACTION PLAN GOAL # 1: INCREASED READING ACHIEVEMENT .................................. 62

ACTION PLAN GOAL # 2: INCREASED WRITING ACHIEVEMENT ................................... 69

ACTION PLAN GOAL # 3: INCREASED ACHIEVEMENT IN MATHEMATICS .................... 79

ACTION PLAN GOAL #4: INCREASED ACHIEVEMENT IN SOCIAL STUDIES .................. 88

ALTERNATIVE METHODS OF ASSESSMENT ........................................................... 88 CRITERIA FOR SELECTION OF TITLE I AND 31A STUDENTS ................................. 89 TITLE 1 / 31a (AT RISK) ............................................................................................... 89

SELECTION OF TITLE I STUDENTS ................................................................................... 89

SELECTION OF 31A/AT RISK STUDENTS .......................................................................... 89

DUTIES AND RESPONSIBILITIES OF TITLE I AND 31A/AT RISK TEACHERS ......... 89 SCHOOL PROGRAMS FOR UNDERACHIEVING STUDENTS ................................... 92 *INSTRUCTION BY HIGHLY QUALIFIED PROFESSIONAL STAFF (TEACHERS AND

INSTRUCTIONAL PARAPROFESSIONALS) .......................................................... 94 *STRATEGIES TO ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS TO

HIGH-NEED SCHOOLS .......................................................................................... 94

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*HIGH-QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT ........................ 94 CURRICULUM & EVALUATION ................................................................................... 95

CURRICULUM ALIGNMENT .............................................................................................. 95

MONITORING CURRICULUM IMPLEMENTATION ............................................................ 96

MONITORING OF THE SCHOOL IMPROVEMENT PLAN ........................................... 96 EVALUATION PROCESS ..................................................................................................... 96

*STRATEGIES TO INCREASE PARENTAL INVOLVEMENT ...................................... 97 STUDENT-PARENT-TEACHER COMPACT ......................................................................... 99

DEVELOPMENT AND UTILIZATION OF COMMUNITY RESOURCES AND VOLUNTEERS....................................................................................................... 100

ADULT AND COMMUNITY EDUCATION, LIBRARIES AND COMMUNITY COLLEGES ............................................................................................................................... 100

OPPORTUNITIES FOR STRUCTURED ON THE JOB LEARNING ........................... 100 *PRESCHOOL TRANSITION STRATEGIES .............................................................. 102 *TEACHER PARTICIPATION IN MAKING ASSESSMENT DECISIONS .................... 103 BUILDING LEVEL DECISION MAKING ...................................................................... 103 *TIMELY AND ADDITIONAL ASSISTANCE TO STUDENTS HAVING DIFFICULTY

MASTERING THE STANDARDS .......................................................................... 103 *COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL

PROGRAMS AND RESOURCES .......................................................................... 104 TECHNOLOGY DEVELOPMENT PLAN ..................................................................... 104 REQUIRED STAKEHOLDERS ................................................................................... 105 APPENDIX A ............................................................................................................... 106 APPENDIX B ............................................................................................................... 107 APPENDIX C .............................................................................................................. 108

*required school-wide elements

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RIVERSIDE ACADEMY

MISSION STATEMENT

The mission of Riverside Academy, in collaboration with the community,

is to promote lifelong learning by nurturing academic excellence,

positive character, and an appreciation of cultures.

VISION

Riverside Academy’s vision drives into the future to promote educational excellence, instilling

culture and building character to create effective contributing citizens through the practice of

respect, integrity, safety, perseverance, responsibility, conservation and consideration in our

learning environment.

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SCHOOL IMPROVEMENT PLANNING COMMITTEE

Sophia Goode Chairperson- Riverside East

Lisa Haefele Faculty Member- Riverside East

Tahani Alhaddi Faculty Member - Riverside East

Michele O’Neil Chairperson- Riverside West

Nour Altifh Faculty Member- Riverside West

Karola Mallinger Faculty Member- Riverside West

Terri Lasser Faculty Member- Riverside West

Eman Radha Principal- Riverside East

Afrin Alavi Curriculum/Assessment Coordinator- East

Rana Khalaf Student Service Coordinator-East

Deborah Reynolds Assistant Principal-Riverside West

Heidi Daas Parent Representative

Mohammad Mattan School Board Representative

Carolyn Ayers School Improvement Planning Advisor

BOARD OF DIRECTORS Dr. Dakroub Hassan President

Salameh Naiel Vice-President

Othman Mohammad Treasurer

Mattan Mohammad Secretary

Alhiyafi Jamal Ali Member

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Riverside Academy Staff Riverside Academy staff is involved with school operations through Friday afternoon staff meetings. Staff is empowered through School Improvement Team meetings. The staff has opportunities to look into using research based curriculum during professional development. Staff meetings and Professional Development are used routinely to discuss best practices in regards to the mission. Riverside Academy has a safe and orderly school environment. All staff members realize the importance of emergency school procedures and routines. Our disciplinary policies are in accordance with our family and student handbook. Our board approved handbook is followed for all disciplinary action. A handbook is given each family and they are asked to sign the back and return it to school at the beginning of the year. The school climate is continuously improving. With the implementation of our “caught being good” tickets, students are showing positive school spirit. The implementation of the program has come directly from the staff; and therefore, they are seeing the benefits of the students’ hard work and positive behavior. The school is managed as a team. Each grade level has an assigned mentor whose job is to assist her colleagues. Each mentor is also flexible and prepared to help another team member whenever needed.

*COMPREHENSIVE NEEDS ASSESSMENT

SCHOOL PROFILE

School Established: August, 2003

Grade Levels: K-5

Current 2007-08 School Enrollment: 583

Enrollment Trend: 06-07 537

07-08 538

08-09 583

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INTRODUCTION The staff of Riverside Academy has completed this school profile in order to help determine the strategies for the target area goals for the School Improvement Plan.

The members of the school improvement plan would like to thank the entire Riverside community for their cooperation and assistance in helping to gather this data. The information provided in this profile will prove direction as our school continues with the school improvement process. The school principal, Mrs. Eman Radha, was named principal of Riverside Academy-East in during the 2005-06 school year. She holds a baccalaureate degree in Science, a Masters degree in Education Curriculum, and a teaching certificate for the state of Michigan. Over the last 18 years during her career in elementary education, she worked with many different cultures in Metropolitan Detroit. This multicultural experience enriched her awareness and enhanced her skills as a school principal.

Last year, Mrs. Afrin Alavi joined the Riverside-East administration. Currently, she is the school’s Curriculum/Assessment Coordinator as well as the Assistant Principal.

Mrs. Radha assembled the team SIP members in 06-07, and in 07-08, and 08-09 as student achievement data was released to the public. The members participated in needs assessment workshops under the leadership of Mrs. Radha. Furthermore, Mrs. Alavi trained the teachers in data analysis procedures in order for the teachers to participate in the overall process.

During these workshops, the teachers carefully analyzed MEAP, Terra Nova, Ed Performance scores. Teachers looked at Item Analysis reports from the MEAP and Ed Performance tests across grade levels to identify standards and benchmarks that showed low scores. This information gave teachers insight into areas they were covering adequately with their curriculum and areas that needed stronger, more intensive instructional strategies applied. Riverside Academy teachers were trained to administer the DRA and MLPP test to monitor progress of student achievement in reading. DRA inventory results were taken into consideration and were compared with standardized test results for any discrepancies between the scores. Riverside Academy administers local, grade level specific assessments in the content areas.

Students who were not at grade level were recommended for the summer school program and after school tutoring. The emphasis of these programs is on Reading and Writing across the curriculum and the goal was to increase each student’s level of academic achievement.

Riverside Academy also analyzed perception data gathered from teacher, student (grades 3-5), and parent surveys. This information is valuable for determining strengths and weaknesses in the school’s management and procedures. Education Yes information was gathered to determine strengths and weaknesses in the five Education Yes strands that are evident in highly achieving schools. Information gathered in the Education Yes process was taken into consideration when writing the school improvement plan.

The following pages contain information gathered through the Comprehensive Needs Assessment and contain a plan of action based on all the collected data.

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ENROLLMENT TRENDS

Enrollment Trends by Grade Level:

Year 2006-2007 2007-2008 2008-2009

Riverside- East

Grade # % of total

# % of total

# % of total

K 124 14% 138 16% 145 14%

1 102 11% 86 10% 108 11%

2 98 11% 96 11% 95 9%

3 74 8% 86 10% 94 9%

4 76 8% 64 7% 76 7.5%

5 63 7% 68 8% 65 6.4%

Totals 537 60% 538 62% 583 58%

Riverside- West

6 74 8% 47 5% 81 8%

7 51 6% 63 7% 61 6%

8 72 8% 41 5% 66 6.5%

9 90 10% 69 8% 78 7.6%

10 47 5% 64 7% 73 7%

11 27 3% 33 4% 49 5%

12 - 15 2% 22 2%

Totals 361 40% 332 38% 430 42%

Riverside Total

% Increase (decrease)

898 870

(3%)

1013

16%

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Riverside Academy

Sub-group Enrollment

Group

Total School Enrollment

2007-2008 2008-2009 2009-2010

2010-2011

# % # % # % # %

Economically Disadvantaged 970 95.8%

African American 33 6% 52 0.051%

White 500 93% 941 93%

Hispanic 5 1% 20 0.19%

Students with Disabilities 15 3% 72 7.1%

Limited English Proficient (LEP) 186 35% 552 54%

Gender

Male 264 47% 457 45.1%

Female 286 53% 556 54.9%

COMMUNITY DEMOGRAPHICS Dearborn is located in the Detroit metropolitan area in Wayne County. It is the tenth largest city in Michigan. The city is the hometown of Henry Ford and the world headquarters of the Ford Motor Company. It has a campus of the University of Michigan as well as Henry Ford Community College.

Dearborn is also the home of Michigan's leading tourist attraction, The Henry Ford (also known as the Henry Ford Museum & Greenfield Village), the nation's largest indoor-outdoor American history museum and entertainment complex.

As of the census of 2000, there were 97,775 people, 36,770 households, and 23,863 families residing in the city. The population density was 4,013.2 per square mile (1,549.7/km²). There were 38,981 housing units at an average density of 1,600.0/sq mi (617.8/km²). The racial makeup of the city was 86.86% White, 1.28% African American, 0.26% Native American, 1.47% Asian, 0.01% Pacific Islander, 0.73% from other races, and 9.38% from two or more races. Hispanic or Latino of any race was 3.00% of the population. 33.4% were of Arabic, 10.3% Polish, 9.9%

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http://en.wikipedia.org/wiki/Metro_Detroit

http://en.wikipedia.org/wiki/Wayne_County%2C_Michigan

http://en.wikipedia.org/wiki/Michigan

http://en.wikipedia.org/wiki/Henry_Ford

http://en.wikipedia.org/wiki/Ford_Motor_Company

http://en.wikipedia.org/wiki/Ford_Motor_Company

http://en.wikipedia.org/wiki/University_of_Michigan-Dearborn

http://en.wikipedia.org/wiki/Henry_Ford_Community_College

http://en.wikipedia.org/wiki/Henry_Ford_Community_College

http://en.wikipedia.org/wiki/The_Henry_Ford

http://en.wikipedia.org/wiki/History_of_the_United_States

http://en.wikipedia.org/wiki/History_of_the_United_States

http://en.wikipedia.org/wiki/Census

http://en.wikipedia.org/wiki/Population_density

http://en.wikipedia.org/wiki/White_%28U.S._Census%29

http://en.wikipedia.org/wiki/African_American_%28U.S._Census%29

http://en.wikipedia.org/wiki/Native_American_%28U.S._Census%29

http://en.wikipedia.org/wiki/Asian_%28U.S._Census%29

http://en.wikipedia.org/wiki/Pacific_Islander_%28U.S._Census%29

http://en.wikipedia.org/wiki/Race_%28United_States_Census%29

http://en.wikipedia.org/wiki/Hispanic_%28U.S._Census%29

http://en.wikipedia.org/wiki/Latino_%28U.S._Census%29

http://en.wikipedia.org/wiki/Arab

http://en.wikipedia.org/wiki/Poles

German, 6.5% Irish and 6.0% Italian ancestry according to Census 2000. 61.9% spoke English, 29.3% Arabic, 1.9% Spanish and 1.5% Polish as their first language.

There were 36,770 households out of which 31.3% had children under the age of 18 living with them, 51.0% were married couples living together, 9.4% had a female householder with no husband present, and 35.1% were non-families. 30.9% of all households were made up of individuals and 14.7% had someone living alone who was 65 years of age or older. The average household size was 2.65 and the average family size was 3.42.

In the city the population was spread out with 27.8% under the age of 18, 8.3% from 18 to 24, 29.2% from 25 to 44, 19.1% from 45 to 64, and 15.6% who were 65 years of age or older. The median age was 34 years. For every 100 females there were 99.0 males. For every 100 females age 18 and over, there were 96.5 males.

The median income for a household in the city was $44,560, and the median income for a family was $53,060. The per capita income for the city was $21,488. About 12.2% of families and 16.1% of the population were below the poverty line, including 24.4% of those under age 18 and 7.6% of those ages 65 and over.

In 2006 Dearborn had a population of 92,382 people. This represented a 5.5% decline in the population since 2000. Dearborn's population includes 30,000 Arab Americans. It has the largest proportion of Arab Americans for a city of its size (about 100,000). The first Arabs who immigrated here in the early to mid-1900s to work in the automotive industry were chiefly Lebanese Christians. Since then, Arab immigrants from Iraq, Yemen, and Palestine, has joined them. Lebanese Americans are still the most numerous group. In January 2005, a new Arab American National Museum opened to mark the ethnic group's history and contributions to this country. The city is also the location of the Islamic Center of America, the largest mosque in North America, [citation needed] and the Dearborn Mosque. The Arab-American population has settled primarily on the city's eastern side, though in recent years it has expanded west (Source: http://en.wikipedia.org/wiki/Dearborn%2C_Michigan).

SUMMARY OF SCHOOL DEMOGRAPHIC DATA Riverside Academy-East (K-5) initiated its first school year on August 21, 2003 under the auspices of Central Michigan University. It is one of eight charter schools managed by Global Education Excellence.

In 2008-09 there were 583 students enrolled in the elementary school. Approximately 93% are of Middle Eastern descent, .062% is African American, and 0.14% is Hispanic. Approximately 61% of the student population has limited English proficiency. About 96% receive reduced-fee or free lunch.

There are 25 classroom teachers at Riverside Academy-East. The staff also includes paraprofessionals and Arabic language instructors. Riverside Academy also has two special education, one ESL, one reading specialist, one speech, one technology support staff, one media specialist, one art, and one gym teacher. Riverside Academy also provides a full-day kindergarten program and operates a full-day Michigan School Readiness Preschool Program.

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http://en.wikipedia.org/wiki/Germans

http://en.wikipedia.org/wiki/Irish_people

http://en.wikipedia.org/wiki/Italians

http://en.wikipedia.org/wiki/Census_2000

http://en.wikipedia.org/wiki/English_language

http://en.wikipedia.org/wiki/Arabic_language

http://en.wikipedia.org/wiki/Spanish_language

http://en.wikipedia.org/wiki/Polish_language

http://en.wikipedia.org/wiki/Marriage

http://en.wikipedia.org/wiki/Per_capita_income

http://en.wikipedia.org/wiki/Poverty_line

http://en.wikipedia.org/wiki/Arab_American

http://en.wikipedia.org/wiki/Automotive_industry

http://en.wikipedia.org/wiki/Arab_American_National_Museum

http://en.wikipedia.org/wiki/Arab_American_National_Museum

http://en.wikipedia.org/wiki/Islamic_Center_of_America

http://en.wikipedia.org/wiki/Wikipedia:Citation_needed

http://en.wikipedia.org/wiki/Dearborn_Mosque

STUDENT DATA

MEAP RESULTS

Riverside Academy East (K-5) - MEAP Score Summary

3rd Grade MEAP Scores

Year ELA ELA Reading Reading Writing Writing Math Math School Score

State Ave.

School Score

State Ave.

School Score

State Ave.

School Score

State Ave.

2004 N/A N/A N/A N/A N/A N/A N/A N/A 2005 82% 78% 84% 87% 66% 52% 96% 87% 2006 61% 79% 74% 87% 16% 52% 84% 88% 2007 66% 81% 73% 86% 48% 57% 83% 90% 2008 62% 83% 69% 86% 34% 61% 79% 91% 2009 2010

4th Grade MEAP Scores

Year ELA ELA Reading Reading Writing Writing Math Math School Score

State Ave.

School Score

State Ave.

School Score

State Ave.

School Score

State Ave.

2004 35% 64% 50% 79% 40% 48% 30% 73% 2005 36% 76% 47% 83% 17% 55% 56% 82% 2006 75% 78% 83% 85% 50% 45% 86% 85% 2007 54% 76% 60% 84% 27% 45% 75% 86% 2008 60% 77% 64% 83% 20% 44% 77% 88% 2009 2010

5th Grade MEAP Scores

Year ELA ELA Reading Reading Writing Writing Math Math Science Science School Score

State Ave.

School Score

State Ave.

School Score

State Ave.

School Score

State Ave.

School Score

State Ave.

2004 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 2005 62% 75% 62% 80% 64% 63% 85% 73% 66% 77% 2006 40% 78% 57% 84% 40% 57% 71% 76% 51% 83% 2007 62% 78% 66% 82% 43% 59% 75% 74% 60% 82% 2008 45% 78% 48% 82% 42% 63% 64% 77% 48% 83% 2009 2010

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Sub-Group Analysis (Disaggregated Data) Approximately 93% of Riverside Academy’s students come from households where English is spoken as a second language. Approximately 61% of our students are Limited English Proficient Speakers. Our MEAP data shows that there is a large gap when comparing English Language Learners and Non-English Language Learners. The following three graphs provide a graphic representation in regards to the achievement gap between these two sub-groups.

Third Grade When comparing the Number of Students MEAP scores for English as a Second Language Learners, they are 60% higher than Non- English as a Second Language Learners.

3rd Grade: ESL vs NON‐ESL Students

2/14/2009 GEE‐Wael Yousef 2

58

38

0

10

20

30

40

50

60

70

ESL NON‐ESL

Number

of

Students

Students

12

Fourth Grade When comparing the Number of Students MEAP scores for English as a Second Language Learners, they are 63% higher than Non- English as a Second Language Learners.

4th Grade: ESL vs NON‐ESL Students


48

28

0

10

20

30

40

50

60

ESL NON‐ESL

Number

of

Students

Students

13

Fifth Grade When comparing the Number of Students MEAP scores for English as a Second Language Learners, they are 42% lower than Non- English as a Second Language Learners.

5th Grade: ESL vs NON‐ESL Students


28

38

0

5

10

15

20

25

30

35

40

ESL NON‐ESL

Number

of

Students

Students

ESL STUDENTS

When comparing the Number of Students MEAP scores for English as a Second Language Learners, 3rd and 4th grades are about 62% higher than Non- English as a Second Language Learners. The 5th grade students they are 42% lower than Non- English as a Second Language Learners.

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MEAP Demographic Report (3rd Grade) *The following demographic data is based on the school’s 2008 MEAP scores.

3rd Grade

Demographic Groups Reading Scores Writing Scores

# of Students Assessed

Level 4

Level

3

Level

2

Level

1

Levels 1 & 2

# of

Students Assessed

Level 4

Level 3

Level 2

Level 1

Levels

1 & 2

School

Total Students 89 0% 31% 52% 17% 69% 89 3% 55% 42% 0% 42%

Gender

Female 45 0% 33% 47% 20% 67% 45 16% 49% 36% 0% 36%

Male 44 0% 30% 57% 14% 71% 44 97% 59% 32% 0% 32%

Ethnicity

African American 10 0% 20% 20% 10% 30% 10 20% 60% 20% 0% 20%

White 76 0% 28% 54% 18% 72% 76 12% 53% 36% 0% 36%

Additional Reporting Groups

Economically Disadvantaged:

Yes

No

80

0% 34% 51% 15% 66% 80 14% 55% 31% 0% 31%

English Language Learners:

Yes

No

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Continued - MEAP Demographic Report (3rd Grade)

Demographic Groups Total ELA Scores Mathematics Scores


Level 4

Level

3

Level

2

Level

1

Levels 1 & 2

# of

Students Assessed

Level 4

Level 3

Level 2

Level 1

Levels

1 & 2

School

Total Students 89 0% 38% 60% 2% 62% 90 0% 21% 39% 40% `79%

Gender

Female 45 0% 36% 62% 2% 64% 45 0% 22% 44% 33% 77%

Male 44 0% 41% 57% 2% 59% 45 0% 20% 33% 47% 80%

Ethnicity

African American 10 0% 80% 20% 0% 20% N/A N/A N/A N/A N/A N/A

White 76 0% 34% 63% 3% 66% 77 0% 22% 34% 44% 78%



Yes

No

80 0% 41% 58% 1% 59% 81 0% 22% 40% 38% 78%


Yes

No

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MEAP Demographic Report (4th Grade) *The following demographic data is based on the school’s 2007 MEAP scores.

4th Grade



Level 4

Level

3

Level

2

Level

1

Levels 1 & 2

# of

Students Assessed

Level 4

Level 3

Level 2

Level 1

Levels

1 & 2

School

Total Students 74 7% 30% 51% 12% 63% 74 0% 80% 20% 0% 20%

Gender

Female 36 3% 31% 56% 11% 67% 36 0% 87% 13% 0% 13%

Male 38 11% 29% 47% 13% 60% 38 0% 72% 28% 0% 28%

Ethnicity

African American N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

White 69 7% 29% 52% 12% 64% 69 0% 78% 22% 0% 22%



Yes

No

70 7% 29% 51% 13% 64% 70 0% 80% 20% 0% 20%


Yes

No

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Continued - MEAP Demographic Report (4th Grade)



Level 4

Level

3

Level

2

Level

1

Levels 1 & 2

# of

Students Assessed

Level 4

Level 3

Level 2

Level 1

Levels

1 & 2

School

Total Students 74 4% 36% 58% 1% 59% 74 3% 20% 53% 24% 77%

Gender

Female 36 3% 31% 67% 0% 67% 36 0% 22% 58% 19% 77%

Male 38 5% 42% 50% 3% 53% 38 5% 18% 47% 29% 76%

Ethnicity


White 69 4% 35% 59% 1% 60% 69 1% 20% 54% 25% 79%



Yes

No

70 7% 29% 51% 13% 64% 70 3% 20% 54% 23% 77%


Yes

No

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MEAP Demographic Report (5th Grade) *The following demographic data is based on the school’s 2008 MEAP scores.

5th Grade



Level 4

Level

3

Level

2

Level

1

Levels 1 & 2

# of

Students Assessed

Level 4

Level 3

Level 2

Level 1

Levels

1 & 2

School

Total Students 62 16% 35% 34% 15% 49% 62 3% 55% 42% 0% 42%

Gender

Female 38 16% 29% 39% 16% 55% 38 3% 45% 53% 0% 53%

Male 24 17% 46% 25% 13% 38% 24 4% 71% 25% 0% 25%

Ethnicity


White 56 18% 34% 34% 14% 48% 56 4% 54% 43% 0% 43%



Yes

No

58 14% 36% 34% 16% 50% 58 3% 53% 43% 0% 43%


Yes

No

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MEAP Demographic Report (5th Grade)



Level 4

Level

3

Level

2

Level

1

Levels 1 & 2

# of

Students Assessed

Level 4

Level 3

Level 2

Level 1

Levels

1 & 2

School

Total Students 62 11% 44% 42% 3% 45% 64 8% 28% 25% 39% 64%

Gender

Female 38 11% 34% 55% 0% 55% 38 11% 24% 26% 39% 65%

Male 24 13% 58% 21% 8% 29% 26 4% 35% 23% 38% 61%

Ethnicity


White 56 13% 41% 43% 4% 47% 58 9% 29% 22% 40% 62%



Yes

No

58 9% 45% 43% 3% 46% 59 8% 27% 24% 41% 65%


Yes

No

20

Continued - MEAP Demographic Report (5th Grade)

Demographic Groups Total Science Scores

# of Students Assessed Level 4 Level

3

Level

2

Level

1

Levels 1 & 2

School

Total Students 64 25% 27% 36% 13% 49%

Gender

Female 38 24% 24% 39% 13% 52%

Male 26 27% 31% 31% 12% 43%

Ethnicity

African American N/A N/A N/A N/A N/A N/A

White 58 28% 22% 36% 14% 50%



Yes

No

59 24% 27% 36% 14% 50%


Yes

No

SUMMARY OF ELL MEAP ASSESSMENT DATA The Michigan Department of Education School Demographic Report showed an error in the number of ELL students assessed. Riverside Academy will not receive a new report for the 2008-2009 school year.

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Similar to the 3rd grade MEAP scores, the 5th grade has also improved in all areas over the last two school years. 5th grade Science and ELA scores have enhanced the most (increasing from 42% to 60% in Science and 41% to 62% in ELA).

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TERRANOVA FALL 2008-2009 RESULTS

Multi-Test School Report School: Riverside Academy District: Riverside Academy

Multi-Test School Report Parameters that have been customized for this report: School: 1 School Riverside Academy District: 1 District Riverside Academy Statistics: Mean Population: Cohort Teacher Type: Primary Teacher Report Name: 3.7 School - Multi-Test Summary Graphs

24

Multi-Test School Report School: Riverside Academy District: Riverside Academy

Multi-Test School Report Parameters that have been customized for this report: District: 1 District Riverside Academy Statistics: Mean Population: Cohort Teacher Type: Primary Teacher Report Name: 3.7 School - Multi-Test Summary Graphs

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Riverside Academy only administered the math portion the Terra Nova Assessment in the fall of 2008. The students reading levels were based on the DRA and MLPP scores. Based on the school’s Terra Nova results, there are more students performing at grade level in 1st grade than there are in 2nd grade.

Terra Nova Percentiles

2003-2004 Terra Nova National Percentiles

Grade Reading Language Math Science Social Studies Total Score Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring

First 25 52 27 50 13 34 N/A 58 N/A 29 20 48

Second 24 27 22 46 25 27 10 27 10 29 21 36



First 23 37 22 54 18 52 N/A 23 N/A 29 24 46

Second 37 62 33 50 29 53 14 38 19 37 36 61



First 23 58 33 53 23 52 N/A 44 N/A 35 24 N/A

Second 34 37 26 41 37 41 21 25 29 31 35 N/A


26


First 19 N/A 26 N/A 22 N/A N/A N/A N/A N/A 22 N/A

Second 42 N/A 34 N/A 38 N/A 32 N/A 25 N/A 33 N/A



First 84 N/A 76 N/A 83 N/A 82 N/A 62 N/A 81 N/A

Second 49 N/A 35 N/A 53 N/A 41 N/A 34 N/A 49 N/A



First N/A N/A N/A N/A 23 N/A N/A N/A N/A N/A 23 N/A

Second N/A N/A N/A N/A 21 N/A N/A N/A N/A N/A 21 N/A

27

ED PERFORMANCE 2008-2009

36

Ed-Performance Test Results (by Grade)

2008-2009 School Year Results

Fall Spring

Grade 3 ELA

Students Tested (#) N/A

Students at or Above Grade Level (%) N/A

Grade 3 Math

Students Tested (#) 88

Students at or Above Grade Level (%) 57%

Grade 4 ELA



Grade 4 Math



Grade 5 ELA


37


Grade 5 Math



2007-2008 NEEDS ASSESSMENT RESULTS MEAP RESULTS 2007-2008:

SIXTH GRADE STUDENTS

READING RESULTS:

2007-2008 4-Not Proficient

3-Partially Proficient

2-Proficient 1-Advanced Levels 1 & 2

Riverside Academy West

17%

23%

57%

2%

60%

State of Michigan

4% 14% 52% 30% 82%

There were 47sixth grade students tested. There were 28 of the 47 students whose scores fell in the proficient range.

Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Reading on the 2007-2008-test year, Riverside West Academy students scored 60% while the students across the state scored 82% proficient. Riverside West Academy fell behind the state by 22%.

Reading Results by Gender:




Males 27% 27%

46%

0% 46%

38

Females

5% 19% 71% 5% 76%

There were 47 sixth grade students tested. The breakdown of students is 26 males’ students and 21 females’ students.

Writing Results:





9%

36%

55%

0%

55%

State of Michigan

5% 23% 70% 3% 73%

There were 47 sixth grade students tested. There were 26 out of the 47 students who were proficient.

Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Writing on the 2007-2008-test year, Riverside West Academy students scored 55% while the students across the state scored 73% proficient. Riverside West Academy fell behind the state by 18%.

Writing Results by Gender:




Males 23% 38%

38%

0% 38%

Females

5% 29% 67% 0% 67%

39


Total ELA Results:





13%

32%

53%

2%

55%

State of Michigan

2% 19% 65% 15% 80%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Total ELA on the 2007-2008-test year, Riverside West Academy students scored 55% while the students across the state scored 80% proficient. Riverside West Academy fell behind the state by 25%.

ELA Results by Gender:




Males 19% 35%

46%

0% 46%


Mathematics Results:





11%

39%

30%

20%

50%

State of Michigan

8% 20% 29% 44% 73%

40


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Mathematics on the 2007-2008-test year, Riverside West Academy students scored 50% while the students across the state scored 73% proficient. Riverside West Academy fell behind the state by 23%.

Mathematics Results by Gender:




Males 16% 40%

32%

12% 44%

Females

5% 38% 29% 29% 57%


Social Studies Results:





30%

33%

28%

9%

37%

State of Michigan

14% 13% 29% 43% 73%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Social Studies on the 2007-2008-test year, Riverside West Academy students scored 37% while the students across the state scored 73% proficient. Riverside West Academy fell behind the state by 36%.

Social Studies Results by Gender:




41

Males 28% 28%

32%

12% 44%

Females

33% 38% 24% 5% 29%


Seventh Grade MEAP Results:

Reading Results:





46%

12%

37%

5%

42%

State of Michigan

14% 13% 44% 29% 72%

There were 59 seventh grade students tested. There were 25 of the 59 students whose scores fell in the proficient range.

Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Reading on the 2007-2008-test year, Riverside West Academy students scored 42% while the students across the state scored 72% proficient. Riverside West Academy fell behind the state by 30%.





42

Males 63% 8%

21%

8% 29%

Females

34% 14% 49% 3% 51%

There were 59 seventh grade students tested. The breakdown of students is 24 males’ students and 35 females’ students.

Writing Results:





17%

30%

53%

0%

53%

State of Michigan

4% 20% 76% 1% 77%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Writing on the 2007-2008-test year, Riverside West Academy students scored 53% while the students across the state scored 77% proficient. Riverside West Academy fell behind the state by 24%.

Writing Results by Gender:




Males 32% 32% 36% 8% 36%

Females 6% 29% 66% 0% 66%


Total ELA Results:

43





29%

27%

44%

0%

44%

State of Michigan

7% 18% 59% 15% 74%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Total ELA on the 2007-2008-test year, Riverside West Academy students scored 44% while the students across the state scored 74% proficient. Riverside West Academy fell behind the state by 30%.

Total ELA Results by Gender:




Males 42% 29%

29%

0% 29%

Females

20% 26% 54% 0% 54%



2007-2008 4-Not 3-Partially 2-Proficient 1-Advanced Levels 1 & 2

44

Proficient Proficient


10%

35%

28%

27%

55%

State of Michigan

4% 24% 33% 29% 68%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Mathematics on the 2007-2008-test year, Riverside West Academy students scored 55% while the students across the state scored 68% proficient. Riverside West Academy fell behind the state by 23%.





Males 24% 32%

32%

12% 44%

Females

0% 37% 26% 37% 63%


Eighth Grade MEAP Reading Results:





24%

30%

41%

5%

46%

State of Michigan

8% 15% 52& 25% 77%

There were 37 eighth grade students tested. There were 17 of the 37 students whose scores fell in the proficient range.

Disaggregated Data

45

In comparing Riverside West Academy's students with the state's performance in Reading on the 2007-2008-test year, Riverside West Academy students scored 46% while the students across the state scored 77% proficient. Riverside West Academy fell behind the state by 31%.





Males 33% 20%

47%

0% 47%

Females

18% 36% 36% 9% 45%

There were 37eigth grade students tested. The breakdown of students is 15 males’ students and 22 females’ students.

Writing Results:





44%

18%

38%

0%

38%

State of Michigan

10% 20% 65& 5% 70%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance inWriting on the 2007-2008-test year, Riverside West Academy students scored 38% while the students across the state scored70% proficient. Riverside West Academy fell behind the state by32%.

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Males 56% 13%

31%

0% 31%

Females

35% 22% 43% 0% 43%

There were 37eigth grade students tested. The breakdown of students is 15 males’ students and 22 females’ students.

Total ELA Results:





35%

24%

41%

0%

41%

State of Michigan

7% 18% 59& 16% 75%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Total ELA on the 2007-2008-test year, Riverside West Academy students scored 41% while the students across the state scored 75% proficient. Riverside West Academy fell behind the state by34%.

Total ELA Results by Gender:




Males 47% 7%

47%

0% 47%

Females

27% 36% 36% 0% 36%

47

There were 37eighth grade students tested. The breakdown of students is 15 males’ students and 22 females’ students.






26%

38%

33%

3%

36%

State of Michigan

9% 19% 30% 41% 71%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Mathematics on the 2007-2008-test year, Riverside West Academy students scored 36% while the students across the state scored 71% proficient. Riverside West Academy fell behind the state by35%.





Males 19% 50%

31%

0% 31%

Females

30% 30% 35% 4% 39%

There were 37eight grade students tested. The breakdown of students is 15 males’ students and 22 females’ students.

Science Results:





18%

33%

41%

8%

49%

48

State of Michigan

5% 15% 42% 37% 79%


Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Science on the 2007-2008-test year, Riverside West Academy students scored 49% while the students across the state scored 79% proficient. Riverside West Academy fell behind the state by 30%.

Science Results by Gender:




Males 33% 25%

38%

18% 56%

Females

17% 39% 43% 0% 43%

There were 37eight grade students tested. The breakdown of students is 15 males’ students and 22 females’ students.

Ninth Grade Results

Social Studies





19%

36%

39%

6%

45%

State of Michigan

9% 21% 37& 33% 71%

There were 69 ninth grade students tested. There were 31 of the 69 students whose scores fell in the proficient range.

Disaggregated Data In comparing Riverside West Academy's students with the state's performance in Social Studies on the 2007-2008-test year, Riverside West Academy students scored 45% while the students across the state scored71% proficient. Riverside West Academy fell behind the state by 22%.

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Males 28% 40%

28%

4% 32%

Females

14% 34% 45% 7% 52%

There were 69 ninth grade students tested. The breakdown of students is 25 males’ students and 44 females’ students.

Disaggregation of Data: Ethnic Report Sixth Grade Information on Achievement Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Writing ELA Science Social

Studies Riverside West African American White

<10 50

<10 59

<10 46

<10 51

<10 35

State African American White

48 80

62 87

56 78

59 86

45 81

*Proficiency of groups greater than 10 Riverside West Academy white students scored 50% proficient on the 2007-2008 MEAP mathematics test. Due to the population of African American students being <10, no scores were provided. State scores were 48% African American and 80% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in mathematics.

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Riverside West Academy white students scored 59% proficient on the 2007-2008 MEAP reading test. Due to the population of African American students being <10, no scores were provided. State scores were 62% African American and 87% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in reading. Riverside West Academy white students scored 46% proficient on the 2007-2008 MEAP Writing test. Due to the population of African American students being <10, no scores were provided. State scores were 56% African American and 78% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in writing. Riverside West Academy white students scored 59% proficient on the 2007-2008 MEAP ELA test. Due to the population of African American students being <10, no scores were provided. State scores were 59% African American and 86% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in ELA. Riverside West Academy white students scored 35% proficient on the 2007-2008 MEAP social studies test. Due to the population of African American students being <10, no scores were provided. State scores were 45% African American and 81% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in social studies.

Seventh Grade Information on Achievement

Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Writing ELA Science Social


<10 55

<10 42

<10 54

<10 44


61 80

46 80

66 81

62 82

*Proficiency of groups greater than 10 Riverside West Academy white students scored 55% proficient on the 2007-2008 MEAP mathematics test. Due to the population of African American students being <10, no scores were provided. State scores were 61% African American and 80% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in mathematics. Riverside West Academy white students scored 42% proficient on the 2007-2008 MEAP reading test. Due to the population of African American students being <10, no scores were provided. State scores were 46% African American and 80% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in reading.

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Riverside West Academy white students scored 54% proficient on the 2007-2008 MEAP Writing test. Due to the population of African American students being <10, no scores were provided. State scores were 66% African American and 81% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in writing. Riverside West Academy white students scored 44% proficient on the 2007-2008 MEAP ELA test. Due to the population of African American students being <10, no scores were provided. State scores were 62% African American and 82% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in ELA. Eighth Grade Information on Achievement Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Writing ELA Science Social


<10 28

<10 37

<10 38

<10 33

<10 47


45 79

58 83

50 82

55 82

54 87

*Proficiency of groups greater than 10 Riverside West Academy white students scored 28% proficient on the 2007-2008 MEAP mathematics test. Due to the population of African American students being <10, no scores were provided. State scores were 45% African American and 79% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in mathematics. Riverside West Academy white students scored 37% proficient on the 2007-2008 MEAP reading test. Due to the population of African American students being <10, no scores were provided. State scores were 58% African American and 83% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in reading. Riverside West Academy white students scored 38% proficient on the 2007-2008 MEAP Writing test. Due to the population of African American students being <10, no scores were provided. State scores were 50%

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African American and 82% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in writing. Riverside West Academy white students scored 33% proficient on the 2007-2008 MEAP ELA test. Due to the population of African American students being <10, no scores were provided. State scores were 55% African American and 82% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in ELA. Riverside West Academy white students scored 47% proficient on the 2007-2008 MEAP social studies test. Due to the population of African American students being <10, no scores were provided. State scores were 54% African American and 87% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in science.

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Ninth Grade Information on Achievement Ethnic Report Number of Students Proficient (%) 2007-2008 Math Reading Writing ELA Science Social


<10 48


43 79

*Proficiency of groups greater than 10 Riverside West Academy white students scored 48% proficient on the 2007-2008 MEAP social studies test. Due to the population of African American students being <10, no scores were provided. State scores were 43% African American and 79% White. Riverside West Academy students scored at a lower level on the MEAP than students across the state in social studies.

ACT RESULTS 2007-2008

ACT: 2007-2008

School Report

All Students

26 Students

Female

16 Students

Male

10 Students

Composite Score 15.2 15.1 15.4

English 14.1 13.4 15.2

Math 15.2 14.5 16.4

Reading 14.3 14.7 13.7

Science 16 16 15.9

ACT: 2007-2008

State Results All Students Female Male

Composite Score

English

54

Math

Reading

Science

ED PERFORMANCE RESULTS FOR MIDDLE AND HIGH SCHOOL: 2007-2008

Reading: Grades 6-10

Grade Level Subject Area Number of Students

Overall Score %

Sixth Reading 45 45%

Seventh Reading 60 35%

Eighth Reading 36 49%

Ninth Reading 69 44%

Tenth Reading 60 47%

All of the compiled scores reflect data collected in Fall 2007. The average of each grade level taking the Ed Performance Reading Test was calculated. The Sixth grade proficiency rate was 45%. The Seventh Grade proficiency rate was 35%. The Eighth Grade Proficiency rate was 49%. The Ninth Grade proficiency rate was 44%. The Tenth Grade proficiency rate was 47%.

Mathematics: Grades 6-10


Overall Score %

Sixth Mathematics 45 8%

Seventh Mathematics 60 59%

Eight Mathematics 36 44%

Ninth Mathematics 69 42%

Tenth Mathematics 60 40%

All of the compiled scores reflect data collected in Fall 2007. The average of each grade level taking the Ed Performance Mathematics Test was calculated. The Sixth grade proficiency rate was 8%. The Seventh Grade

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proficiency rate was 49%. The Eighth Grade Proficiency rate was 44%. The Ninth Grade proficiency rate was 42%. The Tenth Grade proficiency rate was 40%.

Riverside Academy-West (6-12)

Reading: Grades 6-10 Spring 2008


Overall Score %

Sixth Reading 50 45%

Seventh Reading 53 50%

Eighth Reading 43 48%

Ninth Reading 66 58%

Tenth Reading 49 66%

All of the compiled scores reflect data collected in Spring 2008. The average of each grade level taking the Ed Performance Reading Test was calculated. The Sixth grade proficiency rate was 12%. The Seventh Grade proficiency rate was 16%. The Eighth Grade Proficiency rate was 21%. The Ninth Grade proficiency rate was 32%. The Tenth Grade proficiency rate was 23%.

Mathematics: Grades 6-10 Spring 2008


Overall Score %

Sixth Mathematics 50 43%

Seventh Mathematics 58 43%

Eight Mathematics 41 48%

Ninth Mathematics 67 40%

Tenth Mathematics 48 38%

All of the compiled scores reflect data collected in spring 2008. The average of each grade level taking the Ed Performance Mathematics Test was calculated. The Sixth grade proficiency rate was 16%. The Seventh Grade

56

proficiency rate was 24%. The Eighth Grade Proficiency rate was 10%. The Ninth Grade proficiency rate was 4%. The Tenth Grade proficiency rate was 14%.

NEEDS ASSESSMENT SUMMARY FOR MIDDLE/HIGH SCHOOL 2007-2008 MATHEMATICS

The students demonstrated an overall proficiency rate of 48 percent on the Ed Performance assessment. MEAP scores overall show 47 percent at or above grade level, falling below the state average. While there has been some slight improvement in the Math proficiency scores there is still a need for increases improvement. Achievement in Math is necessary for all middle/high school students at the academy.

READING

The students demonstrated an overall proficiency rate of 53 percent on the Ed Performance assessment. MEAP scores overall show 49 percent at or above grade level, falling below the state average. Reading is crucial to overall student success and should be addressed as an important component for improvement.

WRITING

MEAP scores overall show 49 percent at or above grade level, falling below the state average. Increased student performance in writing is important for success in all areas of curriculum and is an important component for improvement.

SOCIAL STUDIES

The MEAP scores show that 37 percent of the ninth grade students met or exceeded Michigan standards for social studies. With the use of local assessments and specific testing results, it was determined by the Riverside staff that map skills and constructive responses are an area for improvement in student achievement. Now that the Social Studies Curriculum benchmarks and standards are available, a more comprehensive needs assessment can be done.

SCIENCE

The MEAP test scores show that 49 percent of eighth grade students at the academy met or exceeded the Michigan standards for science, which is well below the state average. Now that the Science benchmarks and standards are available a more comprehensive needs assessment will be done.

PERCEPTION DATA (SURVEYS)

PARENT SURVEYS There were 122 surveys returned by the parents. Parents rated 17 different statements regarding how they felt about their children’s education and school environment. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree” (See Appendix A)

The SIP team reviewed the Parent Survey and first looked at any statements that the parents disagreed with the most. The following areas were the most significant concerns:

Statement % of Disagree

57

• I help in the classroom or at school activities. 12%

• My child knows what career he/she wants to go into. 8%

• My student knows what classes to take to achieve career goal. 7%

• I attend school meetings/activities. 7%

• My child takes part in school activities. 5%

The survey results demonstrate that it is imperative for Riverside Academy to increase parental involvement at the school. Lastly, career awareness should be increased in the school to help educate and inform students about the different careers that are available.

Parents at Riverside Academy also expressed their positive reactions to the school. Several statements received 90% or greater positive remarks in regards to certain areas. The following statements received the most positive outcomes.

Statement % of Agree

• My child’s teacher shows concern about my child’s well being. 96%

• Teachers respect my child. 94%

• I feel my child is safe within Riverside Academy. 94%

• The school is kept clean. 93%

• My child’s teacher(s) are good role models. 93%

The vast majority of parents seem to be pleased with their children’s school environment and educational opportunities. Based on the survey results, parents are happy with the communication between parents and teachers and the teachers’ roles with the students.

TEACHER SURVEYS There were 35 surveys returned by the teachers. Teachers rated 30 different statements regarding their school management. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree” (See Appendix B).

The SIP team reviewed the teacher surveys. Based on the survey results, one of the areas that needs improvement is in regards to classroom disruptions, 29% of teachers feel that that classroom disruption is not kept to a minimum. The administration is aware of this problem and has planned to implement an alternative method for the office staff to page staff and students during the school day.

Teachers also feel that they do not have adequate support in dealing with students who present challenging behaviors. Riverside Academy has hired a Student Services Coordinator whose role is to help teachers deal with student discipline as well as increase parental involvement in the school. The SIP committee compared 2007-2008 and 2008-2009 data regarding this issue. The committee noticed an improvement in teachers’ satisfaction in this area.

The following five areas received a high number of “disagree” responses.

Statement % Disagree o Teachers feel valued and appreciated for their efforts 37%

o Teachers have high morale and fell positively about working at

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Riverside Academy 31%

o Disruptions to classroom learning and routines are kept to a

Minimum 29%

o Teachers have adequate support in dealing with students who

Present challenging behaviors 26%

o Expectations are communicated faculty, staff, students,

and parents in a timely fashion 23%

The mean outcome of all “agree” statements was 71%.

STUDENT SURVEYS There were 218 surveys returned by the 3rd, 4th, and 5th grade students. Students rated 27 different statements regarding how they felt about various aspects of their school. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree” (See Appendix C). The student responses correlate very much to the results of the parent and teacher surveys. For example, both students and teachers agree that there are many classroom disruptions in the school. The school does have a goal for the upcoming school year to keep classroom distractions to a minimum (less announcements made over the PA system and less phone calls transferred to the classrooms). In regards to security and management, 66% of students claim to feel safe at the school. This is an increase of 13% compared to last year’s survey. To improve security at the school, Riverside Academy installed surveillance cameras inside the school building and around the school premises. On another positive note, about 86-87% of students agree that they are encouraged to do quality work and that their teachers are readily available for help. Overall, students seem to feel positive about attending Riverside Academy. The following areas received the most positive responses:

Statement % Agree

o Teachers and students respect and trust each other. 91%

o Teachers work together as a team and have positive relationship 90%

o I feel that I am taught as an individual 90%

o I attend before or after school tutoring. 90%

o Teachers care about my well-being 90%

The mean outcome of all “agree” statements was 90%.

*SCHOOL-WIDE IMPROVEMENT REFORM STRATEGIES/ACTION PLAN

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The academic program at Riverside Academy provides opportunities for all students to meet the state’s proficient and advanced levels of student academic achievement of the Michigan Curriculum Framework through the use of effective methods and instructional strategies based on scientific research that:

• Strengthens the core academic program in the school.

• Increases the amount and quality of learning time.

• Provides an enriched and accelerated curriculum.

• Includes strategies for meeting the educational needs of historically underserved populations.

This school year, the entire staff was trained to implement the SIOP model (Sheltered Instruction Observation Protocol) to help foster student learning for English Language Learners. Furthermore, we launched several school activities and events to help enhance our students’ reading skills. With the collaboration of the principal and teachers, the school’s PTC (Parent Teacher Committee) President started a new reading program at Riverside Academy: Parent volunteers arranged times to visit our school’s classrooms to read to the students. During March Reading Month, the school hosted its first annual book swap.

SCHOOL IMPLEMENTATION PLAN

Academic Goals, Objectives, and Strategies

Riverside Academy is committed and dedicated to the belief that education is foundational to each individual’s success in a free and democratic society. Furthermore, Riverside Academy believes that every individual is capable of learning.

Furthermore, the Academy has adopted very specific goals. The primary goal of the Academy is to ensure that the students of the school are performing at or above grade level, which is demonstrated by Adequate Yearly Progress. This is also measured by yearly standardized testing including the Michigan Education Assessment Program (MEAP). In addition to MEAP testing, grades 3-11 also take the Ed Performance Performance Series Test.

A secondary goal for Riverside Academy is to ensure that students are proficient at carrying out grade level schoolwork. This goal will be measured by the percentage of the students who achieve passing grades in their secondary school placement.

Furthermore, Riverside Academy will strive to instill in each student a strong sense of personal achievement and self-esteem, an ability to effectively communicate with written and spoken words, an appreciation of the arts, a commitment to personal well-being, a sense of satisfaction from challenges met, and a desire to participate responsibly in the community.

One of the most important factors in a student’s success in school is the involvement of the family in the educational process. Riverside Academy strives for a high level of participation in parent-teacher conferences and the Parent-Teacher Committee.

Riverside Academy has developed its mission and adopted these goals in compliance with the No Child Left Behind Act (NCLB) of 2002. This act emphasizes accountability, choice, and improved academic achievement, especially for students from disadvantaged backgrounds. These goals state that by 2013:

• All students will reach proficiency in reading and math.

• All teachers and paraprofessionals will be “highly qualified” as defined by state guidelines.

60

• Title 1 funds will be used for effective educational practices that promote competency in the core curriculum areas.

• Increased accountability for student performance.

Riverside Academy has developed academic goals that reflect the needs assessment in the areas of English Language Arts and Mathematics.

Academic goals include:

1. All students will improve reading achievement across the curriculum

2. All students will improve written language skills across the curriculum.

3. All students will demonstrate adequate progress in Math.

4. All students will demonstrate adequate progress in Social Studies.

Riverside Academy will strive for educational excellence, personal integrity, effective leadership, continuous improvement, employee involvement, and a partnership between the Academy and all members of the community.

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GOAL STATEMENTS:

Increased Reading Achievement All students will improve reading achievement across the curriculum.

Elementary students will show an improvement in reading high frequency vocabulary words, in reading fluency, and in comprehension skills.

Increased Writing Achievement All students will improve written language skills across the curriculum.

Increased Achievement in Mathematics All students will demonstrate adequate progress in number/operations activities.

All students will show improvement in their measurement expression across the curriculum.

Increased Achievement in Social Studies All students will demonstrate adequate progress in Social Studies.

Overall student achievement in geography will increase by ten percent as measured by the MEAP

Increased Achievement in Modern Standard Arabic and Culture All students will increase their proficiency in learning Modern Standard Arabic and Culture.

Overall student 70% of the students will make one level progress as measured by the ACTFL proficiency guidelines.

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ACTION PLAN GOAL # 1: INCREASED READING ACHIEVEMENT

ELEMENTARY SCHOOL GOAL AND STRATEGIES

Need Statement: Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting state standards in reading grade level high frequency words.

Goal Statement: All students will improve in reading frequency words.

Objective:

By June 2010, the number of students within the ESL subgroup will show a 25% improvement in reading high frequency vocabulary words as measured by local assessments.

Data Used in Selecting Goal: 1. MEAP results 2. ED-vision 3. Teacher observation and

assessment

Assessment to Measure the Goal

Standardized

1. MEAP 3. Ed Vision 2. Terra Nova

Local/Classroom 1. MLPP (K-5) 2. DRA (K-5) 3. Teacher designed assessment

Intervention: K-5 students will engage in a variety of word study activities using words from the Dolch list.

Strategies Person(s) Accountable

Timeline

Start Complete

Resources Needed

Staff Development Scientific Based Research

63

1. All classroom teachers will display the grade appropriate words from the Dolch list on the word wall.

2. Students will use the Dolch words in a variety of word study activities.

3. The study of Dolch words will be included in guided reading on a daily basis.

4. Words from the Dolch list will be integrated into all content areas.

5. Literacy specialist will work with at risk students.

6. ESL teacher will work with ESL students.

7. MEAP Coach books will be used to teach vocabulary.

1. L.A. Teachers

2. L.A. Teachers

3. L.A. Teachers

4. L.A. Teachers

5. Literacy Specialist

6. ESL teacher

7. L.A. Teacher

1. Sept 2009

2. Sept 2009

3. Sept 2009

4. Sept 2009

5. Sept 2009

6. Sept 2009

7. Sept 2009

1. Ongoing

2. Ongoing

3. Ongoing

4. Ongoing

5. Ongoing

6. Ongoing

7. Ongoing

1. Dolch list, Word Wall Kit

2. Word/letter games and materials for word study activities

3. Guided reading books, worksheets

4. Technology resources

5. Literacy specialist

6. Additional ESL teacher

7. Paraprofessional per classroom

8. Phonics CD 9. Dolch word

center/independent activities

10. Language Arts

1. MLPP training

2. Guided reading training (grades 3-5)

3. Technology training for all teachers

4. Paraprofessional training in guided reading, ESL, SIOP, word study, and attend Friday staff meetings

5. Cooperative learning training for all teachers.

6. Professional

Development to utilize MEAP Coach books

1. Invernizzi, Abouzeid, and Bloodgood 1997

2. Balajty 1989; Labbo 1996

3. Menvies, Mahdavi, and Lewis 2008

4. Diamond and Mandel 1995

5. Templeton 2004

6. Lacina 2004/2005

7. McLoughlin and Oliver 1998

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software 11. MEAP

Coach books

12. Smart Boards

Needs Statement: Our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting the state standards in reading.

Goal Statement: Students will improve in reading fluency skills & comprehension skills.

Objective:

By June 2010, students within the ESL subgroup will show an improvement to equal 1 year of growth in reading fluency & comprehension skills as measured by MLPP, Developmental Reading Assessment (DRA) and the MEAP.

Data Used in Selecting Goal: 1. MEAP results 2. Ed Performance


Standardized

1. MEAP 3. Ed Vision 2. Terra Nova

Local/Classroom 1. MLPP (K-5) 2. DRA (K-5)

Intervention: Students will engage in a variety of reading activities

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Timeline

Start Complete

Resources Needed

Staff Development Scientific Based Research

1. Students will participate in guided reading groups on a daily basis.

2. Grades 2-5 students will use computer reading software programs.

3. Regular homework assignments will include reading assignments to increase levels of independent reading.

4. Illustrations, graphic organizers and various projects will be used to demonstrate comprehension of a reading selection.

5. Reading comprehension

1. L.A. Teachers 2. L.A.

Teachers, Librarian

3. L.A. Teachers

4. L.A. Teachers

5. Classroom teachers

6. L.A Teachers

7. L.A. Teachers

8. ESL Teacher

1. Sept 2008 2. Sept 2008

3. Sept 2008

4. Sept 2008

5. Sept 2008 6. Septembe

r 2009 7. Septembe

r 2009 8. Septembe

r 2009 9.

1. Ongoing 2. Ongoing

3. Ongoing

4. Ongoing

5. Ongoing

1. Guided Reading books, classroom library books

2. Computers, books, accelerated reader for all students

3. Books, log sheets to record books/minutes

4. Scholastic News

5. Open Court Pre-decodable/decodable books

6. All A-Z resources (writing, science, reading

1. Guided Reading training

2. Training with the Librarian


4. Cooperative learning training for all teachers

5. Professional Development to utilize MEAP Coach books

1. Lane, Fletcher, Carter, Dejud, and DeLorenzo 2007

2. Diamond and Mandel 1995


4. Menvies, Mahdavi, and Lewis 2008)

5. Elster 1994

6. Wepner 1990

7. Matthews 2005

8. Richardson and Carleton 1996

9. Lacina 2004/2005

10. McLoughlin and Oliver 1998

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strategies will be integrated into Language Arts instruction in a systematic way using read-aloud books and cooperative learning.

6. Reading will be integrated into all content areas in grades K-5.

7. MEAP coach will be used in reading comprehension activities

8. ESL Teacher will assist ESL students during reading activities

tutors, & social studies)

7. Reading Comprehension Program and training for teachers K-5

8. Book binding machines and supplies.

9. Library resources for staff and students

10. Dictionaries, Thesauruses, a variety of graphic organizers, idea books for literacy projects

11. Subscriptions to Language Arts teacher resource sites

12. Software to

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integrate technology and English Language Arts

13. Phonics program

14. MEAP

Coach books

15. Smart Boards

ACTION PLAN GOAL #1: INCREASED READING ACHIEVEMENT

MIDDLE SCHOOL/HIGH SCHOOL GOAL AND STRATEGIES

School Improvement Goal Statement: All students will improve reading achievement across the curriculum

School: Riverside Academy West (6-12) Date: 2007-2010

Essence (two or three specific skills):

1. All students will improve comprehension, vocabulary, and fluency by ten percent as measured by Ed Performance.

Support Data (used to select the Standardized Assessment(s): Local Assessment(s):

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goal):

1. MEAP

2. Ed Performance

3. Staff Observation

1. MEAP

2.Ed Performance

1. Traditional Assessment

2. Track and compare by gender

Strategy/Intervention:

All staff will participate in a SSR time during the week.

Research supporting this strategy/intervention:

“ To Read it is to live it, different from just knowing it” Journal of Reading 37:3 November 1993

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

Person(s) Accountable Timeline

Begin End

Resources

1. All students will do book presentations on books of leisure. Teachers Sept 2007 May 2010 2. Increase library by collecting donations Librarian Sept 2007 May 2010 Community

3. Sustained Silent Reading Time Teachers Fridays

4. Vocabulary Tests Teachers Schedule per teacher

5. Reading Logs Teachers Sept 2007 May 2010

6. The school will start an accelerated reading program. 7. Add resources that will increase the content knowledge for

ESL students.

Teacher Sept 2007 May 2010

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ACTION PLAN GOAL # 2: INCREASED WRITING ACHIEVEMENT


Needs Statement: Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not proficient in writing process skills.

Goal Statement: All students will meet or exceed state standards in writing.

Objective: By June 2010, the number of students within the ESL subgroup writing process skills will improve by 10% as measured by local assessments using common rubrics.

Data Used in Selecting Goal:

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1. MEAP results 2. ED-vision


Standardized

1. MEAP 2. Terra Nova K-2

Local/Classroom 1. MLPP 2. Journals 3. Rubrics 4. Samples of student writing

Intervention: Students will engage in writing activities across the curriculum in all subjects.

Strategies Person(s)

Accountable

Timeline

Start Complete

Resources Needed Staff Development Scientific Based Research

1. Journal and/or curriculum workbooks for writing opportunities (all subject areas). Journal writing at least once a week.

• Note: Collect writing samples at all grade levels.

Staff

Social Studies, Math,

September 2008

September 2008

Ongoing

Ongoing

Journal/workbooks, Writing materials: pens (red for editing, blue for revising), pencils, etc.

4(2 per building) book binding machines, with materials, for journal making and writing portfolios.

Files to hold student writing

1. 6 Traits + 1 workshop for all teachers grades K-5

2. Ongoing training for Being a Writer for all teachers

3. Staff development for writing portfolios

1. Peterson 2005

2. Menvies, Mahdavi, and Lewis 2008

3. Van Leeuwen and Gabriel 2007

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2. Writing in math, science, social studies, complete sentences, at least once a week, to answer comprehension questions, describe/explain experimental results.

3. Writing in art, gym, and library at least twice a year.

4. Writing portfolios

5. ESL teacher will work with ESL students

6. Literacy specialist will work with at risk students

7. MEAP Coach book in writing activities

Schedule is as

and Science

5. ESL Teacher

6. Literacy Specialist

7. L.A.Teacher

Art Teacher

Art Teacher

Art Teacher

Sept. 2009

Sept. 2009

Sept. 2009

Ongoing

Ongoing

Ongoing

samples

Overhead projectors to model editing and revising using visual cues

Technology Resources

Literacy coach

Additional ESL teacher

Computers and printers

Flash drives for each student

Writing supplies and misc. art materials

Software to integrate technology and English Language Arts

MEAP Coach books

Smart Boards

4. Smart board training


6. Professional Development to utilize MEAP Coach books


5. Wepner 1990

6. Lacina 2004/2005

7. Lanauze et Snow 1989; Hornberger 1990, Torres 1991

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follows:

Art

Kindergarten: 1. African Animals – Learn, write animal name under drawing as part of art work.

2. Turtle Shells – Write the names of the lines, colors, and patterns used in their shell.

Grade 1: 1. Winter Friends – Write 3 sentences describing their drawing. 2. Andika Cloth – Create a symbol and write a meaning for it.

Grade 2: 1. Stained Glass Leaves – Short story about favorite things to do in autumn.

2. African Masks: Write about where, why, and when masks

Art Teacher

Art Teacher

Art Teacher

PE Teacher

September 2008

September 2008

Ongoing

Ongoing

Research Resources

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are worn.

Grade 3:

1. African Animals – Create a story about the animals they painted.

2. Native American Poetry – Write a descriptive paragraph about the designs, symbols, and colors they used in their poetry.

Grade 4: 1. Winter Landscape – Write a story about their landscape drawing.

2. Famous Artist – Choose a famous artist and research him/her.

Grade 5:

1. Winter Landscape - Write a story about their landscape drawing.

2. Art Careers – Research 3 careers in

Librarian

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the visual arts.

Gym

Grades K-1: N/A

Grades 2-5:

Write a report on a favorite character.

Grades 4-5:

Write the rules of a game (basketball, dodge ball, kickball, etc.)

Library

Grades K-1: Write a poem

Grades 2-3: Write a story/Make a book.

Grades 4-5: Write a story/Make a book twice a year.

Needs Statement:

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Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not proficient in genre writing.

Goal Statement:

All students will meet or exceed state standards in genre writing.

Objective: By June 2010, the number of students within the ESL subgroup genre writing skills within writing workshops will improve by 10% as measured by local assessments using common rubrics.

Intervention: Implement Writing Workshops and genre writing.


Timeline

Start Complete


1. Use 6 Traits + 1 in writing workshop

2. Student workbook activities on 6 Traits + 1

3. Scaffold 6 Traits + 1 Content Editing throughout all grades (progressive)

4. Use a variety of writing styles and genre to teach writing

Classroom Teacher

September 2008

Ongoing

6 Traits + 1 Teacher Guide

Student Edition of 6 Traits + 1

Transparencies

Organized writing program

Writing Materials: Pens (red for editing, blue for revising), pencils

Notebooks

Pocket Charts

1. 6 Traits + 1 training for all teachers

2. Writing Workshop Training for all teachers

3. Training in the use of genre writing for all teachers

4. EET training for all teachers

1. Bailey, O’Grady-Jones, and McGowan

2. Van Leeuwen and Gabriel 2007


4. Wepner 1990

5. Henry and Roseberry 1998

6. Lacina

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such as, autobiography, personal narrative, poetry, research project, realistic fiction, adventure, compare and contrast, and persuasive writing

5. Culminating Activity: Young Author – Each student writes and publishes a book.

6. Implement Expanding Expression Tool (EET) as a multi-sensory approach for improving oral and written language.

7. Common Rubrics used within writing workshops.

8. ESL Teacher

EET

5 Pocket folders

Overhead projectors

Technology Resources

Software to integrate technology and English Language Arts Smart Boards


2004/2005

7. Lanauze et Snow 1989; Hornberger 1990, Torres 1991

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will assist ESL students during writing workshops.

9. Gender specific writing topics will be chosen by the teacher.

ACTION PLAN GOAL #2: INCREASED WRITING ACHIEVEMENT

MIDDLE SCHOOL/HIGH SCHOOL GOAL AND STRATEGIES

School Improvement Goal Statement:

All students will improve written language skills across the curriculum. School: Riverside Academy West (6-12) Date: 2007-2010


1. All students will improve grammar usage, writing process/skills, and genre study by ten percent based off the MEAP results.

Support Data (used to select the goal):

1. MEAP

2. Ed Performance


Standardized Assessment(s):

1. MEAP

Local Assessment(s):

1. Student Writing 2. Staff Observation 3. Track and compare by gender

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All students will participate in journaling in every subject.


“The Effect of Journal Writing on Achievement in and Attitudes Toward Mathematics” School Science and Math Volume 98(8), December 1998

“20 ways to—help students who struggle with writing become better writers” Intervention in School and Clinic 37 no 2 N 2001


Person(s) Accountable Timeline

Begin End

Resources

8. All teachers will give their classes daily grammar warm ups. There will be a monthly schedule on which subject will be participating.

Teachers Sept 2007 May 2010

9. All teachers will require writing journals and portfolios. Teachers Sept 2007 May 2010 Journal Topics

10. All students will practice editing on different documents and editing workshops.

11. Add resources that will increase the content knowledge for ESL students

Teachers Sept 2007 May 2010

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ACTION PLAN GOAL # 3: INCREASED ACHIEVEMENT IN MATHEMATICS


Needs Statement: Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting state standards in numbers and operations.

Goal Statement: Students will meet or exceed state standards in Numbers and Operations.

Objective:

By June 2010, the number of students within the ESL subgroup demonstrating numbers and operations proficiency will increase by 10% as assessed by state standards.

Data Used in Selecting Goal: 1. MEAP results 2. ED-vision


Standardized

1. MEAP 2. K-2 Terra Nova

Local/Classroom

1. Local Math Test 2. ED Vision 3. Teacher Assessment

Intervention: Students in K-5 will use game activities to solve number/operations and story problems in all classes and across curriculum.

Strategies Person(s) Timeline Resources Needed Staff Development Scientific Based Research

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Accountable Start Complete

1. Students will be given math journal assignments at least once a week that relates to number/operations skills.

2. Students will use manipulative, such as: blocks, money, straws, and flash cards, in their math studies to help them solve number/operations and story problems.

3. Math coach will help teachers incorporate number/operation and story problems within lessons.

4. 5. Increase

instructional time from 45 minutes-

1. Math Teachers.

2. Math Teachers.

3. Math Coach.

4. Math Teachers.

s. ESL Teacher

Sep. 2008

Sep. 2008

Sep.2009

Sep. 2009

Sept. 2009

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

1. Technology such as: math software, calculators. (classroom set)

2. math journals/ Home Links journals

3. Manipulatives: counters, flats, and longs, rubber bands, geometry templates, fraction rods

4. Math games: flash cards, clocks: big clock for the class. Money-coins, and pattern blocks.

5. Compasses: for students and one big for the class, rulers protractors, straws, overhead pattern blocks and geometric shapes

6. Supplements (resources) for multiplication Factors.

7. multiplication, addition, subtraction, and

1. Teachers will receive in-service training in school math program

2. Team collaboration 3. Math software

training for all teachers.

4. Paraprofessional training in math software.

5. A Math Coach will train teachers on teaching methods.

1. Keller 1998 2. NCTM 1991 3. Driscoll 1983;

Greabell 1978; Raphael and Wahlstrom 1989; Sowell 1989; Suydam 1985,1986

4. Reys, and Fennell 2003

5. Clements and Sarama 2003

6. Lacina 2004/2005

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1 hour. 6. 7. ESL Teacher will

review math vocabulary with ESL Students

division flash cards

8. lunch bags 9. Scales, weight

units (grams-kg, I b, oz.)

10. math games centers

11. math posters 12. math night

games 13. Story problems

supplements. 14. Reflection

mirrors. ( class sets)

15. Temperature conversion kit

16. Math coach 17. Math song CD 18. Software for

math skills 19. Smart Board

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ACTION PLAN GOAL #3: INCREASED ACHIEVEMENT IN MATHEMATICS


Needs Statement:

Based on our analysis of MEAP and Ed Performance assessments indicate that our ESL subgroups are not meeting state standards in measurement.

Goal Statement: Students will meet or exceed state standards in measurement.

Objective: By June 2010, the number of students within the ESL subgroup demonstrating measurement proficiency will increase by 10% as assessed by state standards.

Data Used in Selecting Goal 1. MEAP results 2. ED-vision


Standardized

1. MEAP

Local/Classroom

1. Local Math Test 2. Ed Performance

Intervention: Students will do measurement activities in all classes.

Strategies Person(s) Accountable Timeline

Start Complete


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1. Students will demonstrate adequate progress in measuring.

2. Students will measure a variety of objects during science investigations

3. Students will use math journals to reflect their responses to measurement problems in math, social studies, and science.

4. Students will use games and Technology resources for extra math activities.

5. Math coach will help teachers incorporate measurement within lessons.

1. Math Teachers.

2. Science Teachers.

3. All science, math, and social studies teachers.

4. Math teachers

Sep. 2008

Ongoing

1. Math games/Technology

2. Math notebooks

3. Manipulatives

4. Clocks/money/geometric shapes

5. Hands on measuring centers

6. Meter sticks

7. Smart Boards

1. Teachers will receive in-service training in the Everyday Math program.

2. Teachers will increase instructional time.

3. Teachers will

receive training in differentiating instruction and SIOP.

4. A Math Coach

will train teachers on teaching methods.

1. Phillips 2002

2. Reys, and Fennell 2003

3. NCTM 1991

4. Driscoll 1983; Greabell 1978; Raphael Wahlstrom 1989; Sowell 1989; Suydam 1985,1986

5. Keller 1998

6. Lacina 2004/2005

7. Capps and Pickreign 1993

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ACTION PLAN GOAL #5: INCREASED ACHIEVEMENT IN MODERN STANDARD ARABIC AND CULTURE


School Improvement Goal Statement:

At least 70% of the students will increase one level of progress in one year.


Standardized

1. ACTFL

Local/Classroom

1. Teacher made assessments

Intervention: Students will increase one level of progress in one year.

Activities Person(s) Accountable

Timeline

Start Complete

Resources Needed Staff Development

1. Students will demonstrate adequate progress in reading Arabic

2. Students will demonstrate adequate progress in writing Arabic 3. Students will utilize leveled books and technology 4. Students will complete word

1. Arabic Teachers

2. Arabic Teachers

3. Arabic Teachers

4. Arabic

Sep. 2009

Sep. 2009

Sep. 2009

Sep.

Ongoing

Ongoing

Ongoing

1.Arabic leveled books

2.Arabic – English Picture Dictionaries

3.Arabic Computer Software

4. Arabic Games

5. Arabic Word Wall

1.Teachers will receive SIOP and differentiated instruction 2. Paraprofessionals will receive SIOP and differentiated instruction 3. Teachers and Paraprofessionals will receive technology training

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wall activities 6. Arabic Paraprofessional

will assist students completing Arabic reading and writing activities.

Teachers

5. Arabic Teachers

2009

Sep. 2009

Ongoing

Ongoing

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ACTION PLAN GOAL #3: INCREASED ACHIEVEMENT IN MATHEMATICS

MIDDLE/HIGH SCHOOL GOAL AND STRATEGIES School Improvement Goal Statement:

All students will demonstrate adequate progress in Math.

School: Riverside Academy West (6-12) Date: 2007-2010

Goal Statement:


All students will improve problem solving with graphs and equations, measurement and converting ratio quantities based on the Ed Performance.


1. MEAP

2. Ed Performance



1. MEAP

2.Ed Performance


1. Traditional Assessment 2. Track and compare by gender


All middle and high school teachers will use graphic organizers and graphs in the classroom.


“Teach Mathematics: Strategies to Reach All Students” Intervention Sch Clin nol S 2005

“Using graphic organizers to improve the reading of mathematics” The Reading Teacher Vol. 48, No 3. November 1994


Person(s) Accountable

Timeline

Begin End

Resources

12. Friday Enrichment Time to Review Teachers 2007 2009

13. Organize Math Classes into Skill Levels Counselor/

Teachers

2007 2009

14. Add resources that will increase the content knowledge for ESL students

Teachers Sept. 2007

Oct. 2007

Test

ACTION PLAN GOAL #4: INCREASED ACHIEVEMENT IN SOCIAL STUDIES

MIDDLE/HIGH SCHOOL GOAL AND STRATEGIES School Improvement Goal Statement:

All students will demonstrate adequate progress in Social Studies. School: Riverside Academy West Date: 2007-2010


1. Overall student achievement in geography will increase by ten percent as measured by the MEAP


1. MEAP



1. MEAP


1. Traditional Assessment 2. Track and compare by gender


All teachers will practice map skills in the classroom.


Weekly enrichment and review

Workshops: maps and timelines

Add resources that will increase the content knowledge for ESL students

Person(s) Accountable

Timeline

Begin End

Resources

Teachers Sept 2007

May 2010

Timelines

ALTERNATIVE METHODS OF ASSESSMENT

In addition to the state and national tests, Riverside Academy uses alternative and authentic assessment of student achievement, skills, and competencies beyond standardized test to assess student learning. Some of the additional assessment tools are:

Teacher-created tests

Teacher observations

Portfolios

Rubrics

88

Journals

Chapter tests

Student projects and demonstrations

Staff members will continually search for alternatives to assess what is learned in settings and situations that resemble “real-life.”

CRITERIA FOR SELECTION OF TITLE I AND 31A STUDENTS

TITLE 1 / 31a (AT RISK)

SELECTION OF TITLE I STUDENTS There are three basic measures for the selection of Title I students at Riverside Academy. These measures include the following:

• Students who test below 40% on the Terra Nova in Mathematics

• Fifth Grade students who score level 3 and 4 on the M.E.A.P.

• Teacher Recommendation

SELECTION OF 31A/AT RISK STUDENTS Each child who qualifies for At Risk designation falls into one or more of the following categories:

• Score below 40% on the Terra Nova Test in Math

• Score level 3 or 4 on the M.E.A.P at grade five in ELA, Math, and Science

Qualify for one or more of the following:

• Free or reduced lunch

• Chronic attendance problem

• Exhibits poor behavior

• Parent neglect or abuse

• Parent abuse drugs or alcohol

• Parent incarcerated

DUTIES AND RESPONSIBILITIES OF TITLE I AND 31A/AT RISK TEACHERS The Title I teacher provides assistance to children who are failing or who are at-risk of failing to meet the Core Curriculum Benchmarks in mathematics, language arts, science, and social studies. This position includes consultations with fellow professional staff members to ensure that programming for students is based upon assessment and is consistent with individual needs. The Title 1 teacher is responsible for:

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Working effectively with “special needs” students

Working cooperatively with all staff members

Providing direct interventions for students in small groups or individually.

Assisting in implementing the assessment model for grades 3-5

Providing support for building early literacy skills

Maintaining a school-wide reading program—Drop Everything and Read (DEAR)

Assisting the teacher in maintaining a positive learning environment

Maintaining records of student progress and attendance

Communicating with parents through monthly newsletters and conferences to discuss pupil’s progress

Providing the staff with supplemental materials that support the Core curriculum and Benchmarks

Producing homework/tutoring packets that coordinates with core curriculum areas.

PARA-PROFESSIONALS

ESSENTIAL DUTIES AND RESPONSIBILITIES: The Paraprofessional assists the teacher with classroom instruction and management. The Paraprofessional instructs, demonstrates, and uses audiovisual teaching aids to present subject matter to the class (from the direction of the teacher). The Paraprofessional assigns lessons, corrects papers, and hears oral presentations (from the direction of the teacher). The Paraprofessional assists the teacher with coordinating class field trips. Record Keeping The Paraprofessional assists the teacher with preparing, administering, and correcting tests. The Paraprofessional assists the teacher with attendance and grade records. Discipline and Counseling The Paraprofessional teaches and enforces Academy rules of conduct and behavior. The Paraprofessional maintains order in the classroom and on the playground. The Paraprofessional assists the teacher with maintaining the classroom in a neat and clean manner (from the direction of the teacher).

TITLE I PARENT INVOLVEMENT TEACHER

The Title I Student Services Coordinator serves as liaison between the parent and the school. The purpose is to help children, specifically identified students, experience success in school. Frequently this includes encouraging parents to become aware of the problems their child/children might be experiencing. It is the duty of the involvement teacher to assist parents in any way possible to help their children succeed.

DUTIES AND RESPONSIBILITIES:

Serve as liaison between the parents and the school.

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Contact parents and assist classroom teachers with communication.

Follow-up with any specific problem a student encounters.

Gather information (occasionally through a home visit) that will be useful in determining how to best meet the needs of the student and his parent(s): relative to improving attendance and making the school experience more meaningful.

Assist in developing ways of involving parents in the affairs of the school and the community.

Serve as a channel of communication for relaying the concerns, thoughts and attitudes of identified parents and the general public to the school.

Work closely with health, welfare, and police agencies to coordinate all services for the students.

Discourage absenteeism by making phone calls to absent students’ homes. On some occasions a home visit may be required.

Conduct parent meetings to explain school programs and to reinforce all services for Title I students.

Work with the Title I teacher to provide parent homework packets.

Schedule parenting classes, speakers, parent and family workshops, and other related activities

Participate in program development.

Hold parent meetings throughout the year.

Coordinate the volunteer program and work positively with those parents and community members who donate their time to the school.

Work closely with the building administrator to ensure Title I pupils and their parents are treated well with sensitivity.

Work closely with the Title I teacher to help provide parents with meaningful opportunities to participate in the education of their children at home and at school.

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31A AT RISK STUDENT SOCIAL WORKER

The School Social Worker is often thought of as the protector of the children. The social worker must remain objective and share a deep appreciation for the children and their problems. She has a position of trust and respect. Much of the student information obtained by the social worker is confidential. Children shall feel that she can be trusted to help them find solutions. The Riverside Academy social worker tries to accommodate the students’ needs when situations arise. She will use all of her skills to provide the proper resolutions for children’s problems.

DUTIES AND RESPONSIBILITIES:

Facilitate small group discussions to focus on socialization skills.

Assist supportive counseling, behavioral issues, and crisis intervention.

Hold individual counseling sessions with students.

Initiate family counseling and consultation.

Work with staff to support cohesiveness between student and classmates.

Work with school to find alternative educational setting for students when needed.

Make home visits of identified students.

Coordinate and facilitate outside agencies and programs to service the school district.

Participate in IEP meetings of identified students.

SCHOOL PROGRAMS FOR UNDERACHIEVING STUDENTS We will design an educational alternative program to address the needs of underachieving K-5 students.

Identify underachieving students.

Data is based upon:

Teacher implemented Authentic Assessment

Terra Nova testing results for grades 1-2

Ed-Vision testing for grades 3-5

MEAP Test results for school year 2006-2007

Developmental Reading Assessment [DRA]

Michigan Literacy Progress Profile [MLPP]

Create a building level Instructional Assistance Team [IAT] that will insure early identification of children with special needs, disabilities, gifted and talented, and other at-risk factors.

Informal instructional adaptations

Consult pre-referral manual (PRIM) for developing individualized instruction based upon student’s needs.

Consult school psychologist

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Instructional Assistance Team meeting

Child Study /IAT referral form completed by teacher.

Child Study/IAT Coordinator schedules IAT Meeting.

A written plan is developed.

Data is kept on student’s progress.

Progress on plan periodically monitored by Child Study/IAT

Plan modified as needed.

Identify English as Second Language Students [ESL]

ELPA test is given to all K-5 grade students to identify ESL learners.

An individualized program is developed for each student.

Students meet with the ESL teacher

English ESL Program

Students work with classroom Paraprofessionals

Establish a curriculum development process that allows for differentiation of instruction within al subjects to include underachieving students in the general education program.

Use school assessment information to identify students’ needs for differentiating instruction.

Research and recommend policies and procedures that support the use of differentiated instruction.

Coordinate the implementation of curriculum models that utilize differentiated instruction.

Provide in-service training staff development seminars regarding inclusive and collaborative teaching strategies

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*INSTRUCTION BY HIGHLY QUALIFIED PROFESSIONAL STAFF (TEACHERS AND INSTRUCTIONAL PARAPROFESSIONALS)

All teachers and paraprofessionals must meet Title I requirements.

The Human Resources department is currently only hiring teachers who possess the certification that qualifies teachers as highly qualified. Procedures are in place to document and record certifications. Teachers currently employed are assigned to positions that reflect certification of the teachers. Procedures are in place that place laid off and surplus teachers in only positions for which they would be considered highly qualified.

The teacher contract for teachers includes extra compensation for degrees earned and is a motivator for teachers to continue their education.

The Human Resources Department advertises and recruits for hard-to-hire positions. Human Resources Department has a website for job listings and for potential candidates to post a resume and fill out applications.

*STRATEGIES TO ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED

TEACHERS TO HIGH-NEED SCHOOLS The academy is a one-building public school academy that utilizes a variety of strategies to attract high quality teachers. These strategies include:

• Offering a competitive salary and benefits package.

• Providing a comprehensive orientation that facilitates a successful transition into teaching.

• Providing opportunities for teachers to improve their instructional skills through a comprehensive professional development program.

• Including teachers in the continuous improvement planning process, and other school initiatives and activities.

• On-line job recruitment and application

• Attendance at University job fairs and advertisement in local newspapers

• Yearly merit-pay opportunities.

*HIGH-QUALITY AND ONGOING PROFESSIONAL DEVELOPMENT

In accordance with section 1119 and subsection (a)(4), the academy provides high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

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The results of the comprehensive needs assessment serve as the basis for the development and delivery of the professional development plan.

• The process to determine the developmental needs of teachers stems from our Professional Development Plan that teachers and paraprofessionals complete at the beginning of each school year. This plan includes: goals, objectives, and correlated professional development interests.

• There are a variety of professional development opportunities offered to teachers and paraprofessionals. All training must be based upon individual goals and the school’s School Improvement Plan.

• Professional Development is mandatory and all teachers participate. Every Friday afternoon is set aside for staff development. These PD days correlate to the needs assessed in the classroom & the requirements of the state. The information gained from these professional development days are shared throughout the staff both during the sessions and as follow-ups.

• Professional Development opportunities are provided by Wayne RESA, Global Educational Excellence, MAPSA, as well as internally within the school setting. Occasionally, external sources are used for staff development.

• The common planning time per grade level is limited. If possible, teachers collaborate & share ideas depending upon weekly schedule.

• Professional Development is evaluated through successful direct application of the concept in the classroom with demonstrated increased student achievement or improvement in systems processes

CURRICULUM & EVALUATION CURRICULUM ALIGNMENT

Riverside Academy has designed a curriculum to provide a superior learning experience, which will enable students to:

1. Achieve an understanding of standards and objectives within each content area.

2. Develop and implement creative and critical thinking to process information, make decisions, and problem solve.

3. Use correct oral speaking and writing skills to communicate effectively. 4. Know how to learn, work, and play cooperatively, independently, and

productively.

Staff representing all grades have reviewed and aligned core curriculum outcomes in language arts, mathematics, science, and social studies with the results of the MEAP assessment. In addition to the MEAP, outcomes from the Terra Nova and Ed Performance tests were also used. This alignment provides staff the information needed to implement appropriate instructional strategies and materials as well as assessment techniques.

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MONITORING CURRICULUM IMPLEMENTATION

Riverside academy will be using Michigan Curriculum Framework (GLCE – Grade Level Content Expectations) to help align instruction with the curriculum. All teachers will receive a copy of the curriculum with the objectives for every subject. Teachers will develop lesson plans that will specifically target objectives. These lesson plans will be evaluated by the administrator to ensure that the curriculum is being implemented in the classroom.

To ensure that the curriculum is being fully implemented in the classroom, the following steps will be taken:

1. All teachers receive a copy of the core curriculum. 2. Lesson plans are turned in and evaluated by the administrator to verify that

objectives are being addressed. 3. Formal teacher evaluations are conducted by administrators to ensure that

curriculum is implemented effectively. 4. Teachers hold weekly grade level meetings to plan lessons and thematic units. 5. Pre and post-tests are given to students to measure growth in the content areas.

MONITORING OF THE SCHOOL IMPROVEMENT PLAN The School Improvement Plan will be monitored on a continuous basis by the School Improvement Team. This will include observation and review of evaluative data. Contingent on an “as needed basis,” the School Improvement Plan will be modified based on staff recommendations.

We will implement a year-end Annual Educational Report of school progress, consistent with Public Act 25 requirements. This will be shared with the staff, parents and community.

The monitoring and evaluating activities include the following:

1. Developing a monitoring schedule. 2. Clearly identifying staff that will monitor the progress indicators. 3. Developing a system for analysis and sharing of observation and progress data for

making decisions. 4. Selecting data to report annual school progress to the school community as part of

the school’s Annual Education Report.

EVALUATION PROCESS

The Riverside Academy Staff and School Improvement Team will annually evaluate the School Improvement plan to ensure that goals and objectives are being met. This evaluation will be based on the assessment of student performance on standardized test scores and the MEAP results. By examining the objectives taught and item analysis of student performance, we will have a clear picture of changes that need to occur to rectify any weaknesses of the previous year’s work.

Parents are invited to attend and participate in the school improvement meetings. Teachers will send weekly newsletters and hold conferences to keep them aware of needed changes. Parents will often meet with small groups in grade level meetings to

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give input. It is essential that every effort be made to improve communication with parents by involving them in the educational process.

*STRATEGIES TO INCREASE PARENTAL INVOLVEMENT RELATIONS WITH PARENTS

The Board of Directors believes that the education of children is a joint responsibility, one it shares with the parents of the Academy. To ensure that the best interests of the child are served in this process, a strong program of communication between home and the Academy must be maintained.

The parents have the right to participate in the education of their children as well as the ultimate responsibility for their children’s in-school behavior, including the behavior of students who have reached the legal age of majority, but are still, for all practical purposes, under parental authority.

In accordance with Board policies and administrative guidelines 2240 (Opt-Out), 2413/14 (Health/Sex Education), and 9150 (Academy Visitors), the Academy shall provide the opportunity for parents to review curriculum and instructional materials and to visit the Academy to observe the instructional process.

Riverside Academy encourages all parents to become active participants within our school community. We welcome and support them in all their endeavors. Our parent group, PTC (Parent Teacher Committee), conducts monthly meetings and elects their own officers. Our parents, with the guidance of the Parent Involvement Coordinator, discuss school related issues and encourage volunteers.

Along with our monthly schedule, Riverside parents actively support their children in multiple ways. They participate in fundraisers, book fairs, and school assemblies. They join in on field trips and volunteer their time in their children’s classroom.

Riverside Academy consists of different ethnic groups and races. Our parents willingly celebrate our diversity. Riverside Academy parental development plan encourages parents to take ownership in their school. They are invited to attend school improvement meeting where their input is valued. Parents are a key component in the education of the total child; therefore, they are essential to our program.

CORRESPONDENCE Orientation: Parents will be provided with the Academy’s Parent Student Handbook.

Introductory Letter: Each teacher will send an introductory letter home to the parents the first week of school. This letter will introduce the teacher and provide valuable information about classroom rules and procedures. It will also include a list of supplies that will be needed during the school year.

Newsletter: The newsletter will be sent home monthly and will provide information such as student accomplishments, new programs being instituted, dates for upcoming events, and other information about school related activities.

Notices: Notices are sent home periodically (whenever necessary) to inform parents about various topics. For example, prior to MEAP testing, a list of test-taking strategies is sent home.

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Progress Reports: Progress Reports are sent home and must be signed by parents and returned to school. Individual Student Reports for standardized tests are sent home.

Family/School Agreement: Compacts are sent home to be read and signed by parents and students.

EVENTS Open House: Parents tour the school, visit classroom and meet teachers

Field Trips: Parent volunteers accompany students and teachers as chaperones to various educational activities away from the school.

Parent-Teacher Conferences: Parents conference with teachers about their student’s progress. This school year, Riverside Academy decided to hand out report cards to parents on the day of parent-teacher conferences. This strategy highly increased the percentage of parents attending conferences.

Scholastic Book Fair: Parents are invited to review and purchase books and other items at the annual “Book Fair.”

Guest Readers: Parent volunteers and community leaders read to students during National Reading Month (March).

Science Fair: Parents are invited to tour the display of science projects completed by our students.

Cultural Day: Students will explore different cultures from around the world, and parents will be invited to participate.

Fire Awareness/Safety Month: Dearborn Firefighters are invited to demonstrate safety procedures.

Math Game Night: Families are invited to come and play math games with the students.

The School Improvement Team will evaluate the quality of parent involvement at the end of each school year. The team will look at attendance rates at parent/teacher conferences, collect a count of the number of parents volunteering at the school, and collect parent perception surveys each year. Data will be compared to the previous school year hoping to see improvement in all data collected.

Parent Literacy Workshop: Teachers instruct parents on reading strategies for their child. These strategies can be implemented at home to help their child become successful. The Arabic staff is in attendance for parental translation.

PARENT/STUDENT/TEACHER COMPACT We, the Riverside Academy staff, parents, and community guide each child in achieving his or her greatest potential by providing a diversity of experiences which integrates excellence in education with the child’s individual abilities and unique talents. We share the responsibility, in a safe and secure environment, for student acquisition of academic, creative, emotional, physical and social skills necessary for entering society as contributing members. We strive to enhance each child’s experience at Riverside Academy by continually assessing and evaluating out attainment of these goals as measured by descriptive outcomes.

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STUDENT-PARENT-TEACHER COMPACT 2008-2009

To accomplish our vision, students, parents, and teachers need to work together. We ask that you promise to do this by completing and signing the part of the agreement that belongs to you.

Parent/Guardian, I want my child to succeed. Therefore I/we will:

• Strive each day to make my child’s education my number one priority. • Promote an environment at home so my child understands that living in a group, whether it be

a family or classroom, requires standards of behavior and cooperation, and that one must accept the consequences of one’s actions.

• Model respect by going to the teacher first about any concerns, trying to keep lines of communication open, and understanding that there are two sides to every issue.

• Listen to both sides of an issue before rendering a judgment. • Follow up on any signs of social misconduct. • Promote study/organizational skills by reading and signing nightly my child’s agenda. • Strive to send a well-nourished, well rested, well loved child to school each day. • Provide necessary school supplies each day. • Set an example for my child by making learning a lifetime adventure. • Show interest in my child’s education by asking questions, being involved, helping with

homework, being aware of what goes on at school, supporting school activities, and monitoring home activities which may interfere with progress in school.

• Support the school’s discipline policy.

Parent’s signature: _____________________________Date: ______________________

As Professional Educators, I/We Will:

• Provide the school with a quality curriculum and research-based instructional practices that will allow them to become effective citizens.

• Provide open communication with parents, students, colleagues and community (agendas, note-books, newsletters, meetings, notices, etc, as appropriate).

• Provide a safe, positive, healthy, well-managed environment where all children are treated fairly with respect and compassion.

• Continue to be lifelong learners knowledgeable of current best practices in the field of education.

• Serve as role models.

Professional Educator’s Signature_______________________Date: ________________

As a Student, I will:

• Attend school regularly. • Treat all members of t he school community and their property with respect. • Display positive behavior towards peers, staff, teachers, visitors, and administrators. • Show that I am accomplishing desired goals through written work, class discussion, and class

projects. • Participate actively in my classroom, complete and return homework assignments, come prepared

daily. • Do my best work and keep trying even when the work is hard.

Student’s Signature: __________________________Date: __________________

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DEVELOPMENT AND UTILIZATION OF COMMUNITY RESOURCES AND VOLUNTEERS

Riverside Academy will utilize community resources and volunteers to support learning in all core curriculum areas and character development. An opportunity for additional services will be provided to enhance the mental and physical well being of all the students. Some of the local agencies providing these services include the following:

Health Department and Vision Screening Mobile Dentists March Reading-Parent/Community Volunteers Volunteers for Student Career Development

Riverside Academy is working to forge a link with local organizations to obtain experts who would be willing to share their knowledge with students on various topics and issues. These individuals may volunteer to serve as guest speakers, mentors, tutors in the schools.

The Parent Teacher Committee (PTC) operates in many aspects of school projects. This year they are involved in the annual Food Drive, Bake Sale, Frankenmuth Cookie Fundraiser, Book Fairs, Pennies for Patients with Leukemia, and Riverside Yearbook. Money generated from fundraisers will be used to purchase materials for the library.

It should be noted that the generous on-going acts of Riverside teachers, who spend their own monies for materials in addition to what they are budgeted, as well as their persistent use of time after school and at home that makes Riverside Academy a great school.

ADULT AND COMMUNITY EDUCATION, LIBRARIES AND COMMUNITY COLLEGES

Riverside Academy will implement programs to improve the role of adult and community education, libraries, and community colleges in support of district activities. Some improvement ideas include:

Field Trips Offer of building services for adult learners Classes for parents and community members Bilingual services for parents and community members Library field trips and visits from local media specialist Network with Dearborn Libraries and Summer Reading Programs

OPPORTUNITIES FOR STRUCTURED ON THE JOB LEARNING Riverside Academy is dedicated to not only educating students in academics, but also preparing them for the world outside of school. Therefore, Riverside Academy will strive to make meaningful ties between academics and the real world. In the curriculum, ties are made between what the students are learning and how it relates to the real world. For example, in math class students are not only taught multiplication but how the concepts of multiplication apply to everyday living. Throughout the year, the school and its

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teachers will be inviting different career professionals to visit and introduce different career paths.

*PRESCHOOL TRANSITION STRATEGIES

The Kindergarten Teacher serves as the transition coordinator for the Academy. The Advisory Council for Kindergarten Transition facilitates regular planning meetings. The Principal and Early Childhood Education Consultant are members of the advisory council along with a parent representative and a member of the community.

The tasks of the advisory council include:

• The planning of transition activities;

• Creation of a timeline;

• The sharing of resources for parents with children entering kindergarten;

• Assessment and evaluation of the transition plan with the use of parent and staff surveys;

• Revisions to the transition plan to assure that activities are well planned and effectively evaluated, based on mutual trust and respect, and rely on reciprocal communication;

Kindergarten Transition activities for staff include:

• Maintaining positive and effective working relationships with staff of programs from which children will transition;

• Scheduling a personal visit with the parents and new Kindergarten students;

• Holding a Kindergarten Open House;

• Making a photo album of the new staff the child will see at the their new school;

• Working with parents to set goals for their students;

• Assisting with the completion of necessary paperwork, such as birth certificate, social security card, immunization record;

• Talking with parents about practicing new routines for bedtime, waking up, eating breakfast

Kindergarten Transition activities for parents include:

• Participation on Advisory Council transition committee;

• Accompanying their children on kindergarten visits or open house;

• Reading books about going to kindergarten;

• Attending a personal visit with their child and the Kindergarten Teacher

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*TEACHER PARTICIPATION IN MAKING ASSESSMENT DECISIONS Our teachers:

• Work toward developing classroom assessments in each content area, via district committees, and building grade level and staff meetings and professional development sessions

• Participate in instructional dialogues three times annually to discuss student achievement results (local, state, and standardized) and derive implications for differentiating instruction.

• Participate in MEAP, Terra Nova and Ed Performance Item analysis and curriculum alignment for ELA, Math, Science and Social Studies.

BUILDING LEVEL DECISION MAKING

The principal and the School Improvement Committee will actively involve all the staff in the decision-making processes. The principal will continue to meet on a regular schedule with teachers from each grade level. The principal will also regularly meet with the School Improvement Committee to discuss items pertaining to the instructional program, school management, student assessment, student/staff safety, parental involvement, and program development across the grades. Teachers and other staff members will continue to participate in developing supplies, material lists, and budgets for each grade level. The staff will continually be encouraged to present their ideas and plans to the principal and School Improvement Committee. In order to develop the single mindedness that is essential for the effective planning necessary for a school today, the principal and School Improvement Committee will explore the possibility of having an annual retreat, which will emphasize team decision making and consensus.

*TIMELY AND ADDITIONAL ASSISTANCE TO STUDENTS HAVING DIFFICULTY MASTERING THE STANDARDS

We offer:

• Individualized placement for newcomers to the school, based on English Language Proficiency levels or other special needs.

• Support to accelerate individual student’s progress including the ones within the bottom category of achievement as well as the top tier of achievement (use of resource teachers, paraprofessionals, extended day and year.)

• Differentiation of instruction, grouping and re-grouping, and a leveled curriculum.

• Child Study Team which may include teacher, social worker, and other support/resource staff.

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*COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL PROGRAMS AND RESOURCES

We coordinate all of the funds and resources the school receives to fulfill the implementation needs of the School-wide Improvement Plan.

RESOURCE INTEGRATION

Grant Services Provided Grades Served

Total Amount of Funding 2007-08

MSRP Preschool Program Pre-K $550,800

Headlee Special Ed. (NA)

Special Ed Contracted Services for Special Ed. Students

K-12

Safe and Drug Free Schools

Violence and Drug Prevention Programs

K-12 $11,716

31A Summer School Program and Paraprofessionals

K-12 $519,189

Title I After School Programs

Supplemental Reading Programs

Reading Specialist Paraprofessionals

K-12 $729,240

Title II A Professional Development K-12 $53,708

Title II D Computer Software Programs for Differentiated Instruction

K-12 $6,854

Title III Staff, programs and services for English Language Learners

K-12 $37,553

Title V Computer Software for assessment data and Differentiated Instruction

K-12 $5,590

Section 41A Staff, programs and services for ESL/ELL students

K-12 Estimated

$17,781

Total K-12 $469,185

TECHNOLOGY DEVELOPMENT PLAN

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The staff at Riverside Academy will provide an environment in which staff, students and community are able to effectively use technology with confidence and competence. There are at least two student stations and one teacher station in each classroom. The Elementary school has a full computer lab, and the middle/high school has two labs where teachers can teach whole class lessons integrating technology, technology classes are taught, and online assessments can be given.

Riverside Academy will continue to update its technology plan to accommodate the needs of the students and staff. Computers have been added to every classroom.

Integrating technology into the classroom will:

• Support and enhance the curriculum • Link the classroom with educational resources within the community and world-wide

(United Streaming) • Encourage the use of multimedia tools, enabling students to become active learners • Create a collaborative environment for project-orientated activities • Support Next K-12 (attendance and grade recording software)

Teachers will be trained to integrate technology into the curriculum by:

• Internet usage • Lesson Plan development • Scantron Testing • K to the 8th Power Curriculum

Students will become technologically literate learners by:

• Increased knowledge of the operations of the computer • Using technology to complete assignments independently and cooperatively • Receiving instructions utilizing the internet to accomplish research projects

REQUIRED STAKEHOLDERS The community of interest in the Riverside Academy is broad and in order to move effectively toward unified interests of all the affected members must be included in the creation, reviewing and implementation of the School Improvement Plan.

Our stakeholders include that parents, teachers, school board members, authorizers, and administrators of Riverside Academy. We anticipate future inclusion of students in these processes as we develop a high school student body. Our school improvement committee includes representatives from all stakeholder groups to ensure that their interests are included at the organization level as well as in the review of documents. The input of all stakeholders is necessary for successful implementation.

When there is collaboration between all stakeholders and deep connections are made, we can ensure that student mastery of the standards and benchmarks of the core curriculum are the objectives in our school improvement plan.

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The staff and administration along with the school improvement plan committee will monitor the plan. School Board members and authorizers may provide oversight. Parents are invited to attend and participate in the school improvement meetings. Teachers will maintain open routes of communication with parents in writing, by phone and by conferences to get ongoing parental input.

The disaggregated results of current standardized assessments will be used to review and refocus the School Improvement Plan for needed adjustments. Parents will often meet with small groups in grade level meetings to give input. The current plan will be constantly reviewed for needed adjustments.

APPENDIX A Riverside Academy Parent Evaluation

Read each statement and tell what you honestly think by placing a check mark in the appropriate box

Teacher Agree Undecided Disagree

Teachers have high morale and feel positively about working at Riverside Academy

86% 14% 0%

Teachers have adequate support and materials to deal with my child's individual learning needs.

80% 20% 0%

Teachers feel valued and appreciated for their efforts 84% 16% 0% Additional comments:

Teacher Student Relationships

Teacher(s) respect my child. 94% 6% 0% Teachers set high but attainable goals for my child. 90% 10% 0%

My child's teacher(s) are willing to take the time and help him/her before/after school.

90% 10% 0%

My child's teacher(s) are good role models. 93% 7% 0% My child's teacher shows concern about my child's well-being. 96% 4% 0%

My child is encouraged to do quality work. 90% 8% 2% Additional comments:

Administration

Expectations are communicated to faculty, staff, students and parents in a timely fashion.

83% 13% 4%

Additional comments:

Riverside Academy

My child is taught the necessary basic skills in their subjects. 92% 8% 0%

The school provides learning activities to help my child with individual needs and interest.

85% 13% 2%

The school gives parents news about their child's accomplishments. 91% 8% 1%

I am kept informed on how well my child is doing in school or of any problems he/she may be having.

88% 9% 3%

Overall, I feel very positive about having my child(ren) at Riverside Academy. 91% 9% 1% Additional comments:

Career Awareness for Students

My child knows what career he/she wants to go into. 62 % 30% 8% My student knows what classes to take in order to achieve career goal. 63% 30% 7%

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Security and Management

I feel my child is safe within Riverside Academy. 94% 5% 1%

The school is kept clean. 93% 5% 2% The school is in good repair. 89% 10% 1%

The school grounds are neat and attractive. 91% 7% 2% Additional comments:

Parent and Community-School Relationships

I attend school meetings/activities. 72% 21% 7%

I help in the classroom or at school activities. 52% 36% 19%


Student Activities

My child takes part in school activities. 86% 12% 2%

My child uses the tutoring opportunities. 83% 12% 5%

APPENDIX B

Riverside Academy Teacher Evaluation Read each statement and tell what you honestly think by placing a check mark in the appropriate box

Teacher Agree Undecided Disagree

Teachers work together as a team and have positive relationship 77% 14% 9% Teachers have high morale and feel positively about working at Riverside Academy 43% 43% 14% Teachers have adequate support and materials to deal with individual learning needs of students. 34% 34% 31% New teachers receive adequate orientation, support and mentoring 43% 37% 20% Teachers feel valued and appreciated for their efforts 31% 31% 37%

Teachers are empowered in policy and decision-making 43% 40% 17% Teachers have adequate support in dealing with students who present challenging behaviors 34% 40% 26% Additional comments:

Teacher Student Relationships I respect my students. 100% 0% 0% I treat my students as individuals. 100% 0% 0% I am willing to help students before or after school. 80% 9% 11% I am a good role model for my students. 100% 0% 0% I help students to solve personal problems 100% 0% 0% I encourage my students to do quality work. 100% 0% 0% Additional comments:

Administration Expectations are communicated to faculty, staff, students and parents in a timely fashion. 49% 29% 23% Communication between faculty and administration is frequent and effective 49% 37% 14%

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Administration completes fair and meaningful evaluations of each employee 66% 14% 20% Additional comments:

Riverside Academy Classroom learning expectations are high, appropriate and achievable 77% 17% 8% The school curriculum is appropriate to our student population 60% 23% 17% Disruptions to classroom learning and routines are kept to a minimum 57% 14% 29% Additional comments:

Career Awareness for Students We encourage students to think about their future. 86% 9% 8% We help students plan for future classes/jobs. 66% 11% 23% Additional comments:

Security and Management I feel the students and the staff are safe within Riverside Academy. 83% 11% 8% The school is kept clean. 60% 54% 11% The school is in good repair. 57% 29% 14% The school grounds are neat and attractive. 74% 17% 9%



Parents attend school meetings/activities. 49% 23% 29%

Parents help in the classroom or at school activities. 43% 26% 31%

I incorporate community resources within my classroom activities.*** 49% 34% 17%


Student Activities

My students are able to take part in school activities. 89% 9% 8%

My students use tutoring opportunities. 69% 11% 17%

APPENDIX C

Riverside Academy Student Evaluation Read each statement and tell what you honestly think by placing a check mark in the appropriate box

Student Agree Undecided Disagree

Teachers work together as a team and have positive relationship 90% 7% 3%

Teachers have high morale and feel positively about working at Riverside Academy 63% 32% 5% Teachers have adequate support and materials to deal with individual learning needs of students. 82% 13% 5% I deserve the grades I get. 79% 13% 7% I have enough support in learning the English language to succeed in my classes. 80% 11% 8%

I am disciplined in a fair and consistent manner. 70% 17% 12%

I feel I can get help from my teacher when I need it. 87% 8% 6%

Overall, I feel positive about attending Riverside Academy. 75% 14% 11%

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Teacher Student Relationships

Teachers and students respect and trust each other. 91% 7% 2%

I feel I am taught as an individual. 90% 5% 5%

I attend before or after school tutoring. 90% 2% 8%

My teachers are good role models. 79% 19% 1%

Teachers care about my well-being. 90% 6% 4%

I am encouraged to do quality work. 86% 14% 1%


Riverside Academy

Classroom learning expectations are high, appropriate and achievable 86% 11% 3%

The school curriculum is appropriate to our student population 74% 18% 8%

Disruptions to classroom learning and routines are kept to a minimum 35% 14% 51%


Career Awareness for Students The staff at Riverside Academy encourage me to think about my future plans. 63% 21% 17% The staff at Riverside Academy guides me in planning my future job/classes. 33% 52% 15%


Security and Management

I feel safe within Riverside Academy. 66% 19% 15%

The school is kept clean. 59% 15% 26%

The school is in good repair. 61% 15% 23%

The school grounds are neat and attractive. 60% 11% 29%



My parents attend school meetings/activities. 63% 19% 17%

My parents help in the classroom or at school activities. 41% 26% 33%

I am aware of community resources used within my classroom. 68% 28% 4%


Student Activities

I am able to take part in school activities. 81% 8% 11%

riverside academy sip09

Documents

action plan goal

increased achievement

middlehigh school

school profile

selection of title

schoolwide component

increased reading achievement

increased writing achievement