gee white academy school improvement plan

School Improvement PlanTitle I - Targeted Assistance

School Year: 2012 - 2013

School District: GEE White Academy

ISD/RESA: Wayne RESA

School Name: GEE White Academy

Grades Served: PK,K,1,2,3,4,5,6,7,8

Mr. Mohamad Issa

Building Code: 04500

District Approval of Plan: Authorized Official Signature and Date

Board of Education Approval of Plan: Authorized Official Signature and Date

School Improvement PlanContents

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

Goal 1: Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goal 2: Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 3: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

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SIP: DRAFT COPY of 59

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

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School Information

School: GEE White Academy

District: GEE White Academy

Public/Non-Public: Public

Grades: PK,K,1,2,3,4,5,6,7,8

School Code Number: 04500

City: DETROIT

State/Province: Michigan

Country: United States

GEE White Academy


Vision, Mission and BeliefsVision Statement

Our vision for GEE White Academy is to educate today's students for success in tomorrow's world.

Mission StatementOur mission at GEE White Academy is to promote lifeling learning by nurturing academic excellence, positivecharacter, and appreciation of culture.

Beliefs StatementWe believe in high academic excellence, mutual respect, cooperation and collaboration, and building strongcharacter through the efforts of a committed community of lifelong learners.

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GoalsName Development Status Progress Status

Math Complete Open

Reading Comprehension Complete Open

Vocabulary Complete Open

Goal 1: Math

Content Area: MathDevelopment Status: Complete

Student Goal Statement: To increase proficiency for all students in mathematics on the MEAP and NWEA.

Gap Statement: Based on a comparative analysis of 2011-2012 MEAP, Ed Performance, and NWEA assessmentdata and district wide targets, there are several subgroups (i.e. ELL, ESL students; economically disadvantaged)that are performing more than ten percentage points below the state's AYP targets for Mathematics.

Cause for Gap: After analysis and discussion of MEAP data, NWEA, and Ed Performance Assessments thefollowing were determined to be contributing factors for the gap:1. Challenges with differentiating instruction2. Limited small group instruction and targeted intervention3. Language barriers across grade levels.

Multiple measures/sources of data you used to identify this gap in student achievement: The source of dataused to identify the gap in student achievement was the 2011 MEAP mathematics assessment, NWEA and EdPerformance.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Criteria identified for indicators for success: attainment of an increase for allstudents of 22% or higher on MEAP math; increased proficiency on district Quarterly Benchmark Assessments.Informal and formal observations, monitoring of lesson plans, peer coaching, and mentoring and team teaching,increasing professional development of differentiating instruction, visiting other schools to observe best practicesin mathematics. MEAP Math scores should increase from 4.5% to 14%.

Contact Name: GEE White Academy Faculty

List of Objectives:

Name ObjectiveMath By the end of 2012-2013, as measured by MEAP and NWEA, all students at GEE White Academy will

increase from 4% to 10% proficiency in math.

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1.1. Objective: Math

Measurable Objective Statement to Support Goal: By the end of 2012-2013, as measured by MEAP andNWEA, all students at GEE White Academy will increase from 4% to 10% proficiency in math.

List of Strategies:Name StrategyCurriculum Teachers will implement the district's Michigan Grade Level Content

Expectation and Common Core aligned web based curriculum, Atlas, forall students.

Differentiated Instruction andSheltered Instruction ObservationProtocol

Teachers will focus instruction using Differentiated Instruction (DI) alongwith components of Sheltered Instruction Observation Protocol (SIOP) fortargeted groups of students.

Parental Involvement Teachers will communicate to parents instructional objectives, strategies,and at home activities for math.

1.1.1. Strategy: Curriculum

Strategy Statement: Teachers will implement the district's Michigan Grade Level Content Expectation andCommon Core aligned web based curriculum, Atlas, for all students.

Selected Target AreasI.1.A.1 The curriculum documents are the basic framework for instruction. They contain essential andrigorous content that guides what is taught within and across grade levels. They provide consistency andcontinuity to the curriculum and instruction practiced at the school and reflects the belief that all studentsshould actively construct and apply knowledge.I.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.I.2.A.1 The content of the curriculum is directly aligned and consistent with the district's curriculumframework. Processes used to develop cohesive and essential content require articulation within and acrossgrade levels and content areas.I.2.A.2 Instructional planning is focused upon ensuring student success. Instructional practice is designedaround the needs, interests and aptitudes of the individual students. The result is a curriculum that allowsstudents to derive meaning from all of their educational experiences.I.2.B.2 There is a strong belief within the school or program that all students can succeed. This isdemonstrated in the expanded use at both the school or program and classroom levels of a variety of bestpractices designed to meet the differentiated needs of individual learners. Technology is a key componentof instructional practice.

What research did you review to support the use of this strategy and action plan?

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Marzano,R., Pickering,D., Pollock, J. (2001). Classroom instruction that works. Alexandria, VA:ASCD

Michigan School Improvement Framework

http://gee.rubiconatlas.org

List of Activities:Activity Begin

DateEnd Date Staff Responsible

Atlas Web BasedCurriculum

2012-08-01

2013-06-30

Core teachers, math content teachers, Academic Coordinators,bilingual staff, resource teachers.

Classroom Walk-Throughs

2012-08-01

2013-06-30

Instructional Leadership Team, TeachScape, other staff

Lesson Planning 2012-08-01

2013-06-30

Academic Coordinators, math teachers, core teachers

Study Island 2012-08-01

2013-06-30

Core teachers, math content teaches, academic coordinators, andadministration.

1.1.1.1. Activity: Atlas Web Based Curriculum

Activity Type: Other

Activity Description: Atlas is a web-based curriculum used and created by the GEE District. Thecurriculum provides teachers with unit outlines, assessments, lesson activities, resources, suggestions fordifferentiated instruction, etc. Atlas is aligned with the Michigan Grade Level Content Expectations andthe Common Core Standards.

Teachers will use the unit and lesson outlines in the Atlas program to keep students on track with theGLCEs and Common Core Standards.

Academic Coordinators and other grade level leaders will use Atlas as a focus for discussion on contentduring bi-monthly meetings.

Planned staff responsible for implementing activity: Core teachers, math content teachers, AcademicCoordinators, bilingual staff, resource teachers.

Actual staff responsible for implementing activity: Same as above

Planned Timeline: Begin Date - 2012-08-01, End Date - 2013-06-30

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

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Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Atlas Curriculum Mapping System General Funds 0.00 0.00Training On Atlas for New Teachers Other 0.00 0.00

1.1.1.2. Activity: Classroom Walk-Throughs


Activity Description: The Instructional Leadership Team, made up of classroom teachers, principal, andacademic coordinators; will be providing weekly classroom walk-throughs to assess instructionalstrategies and student progress through the use of a rubric designed by TeachScape. TeachScape is athird-party provider, assisting the Instructional Leadership Team with regular professional developmentdesigned to improve instruction. They also assist classroom teachers with instructional support for lowachieving students and differentiated instruction.

The data collected by the Instructional Leadership Team will be used to inform teachers of theirclassroom practices and making recommendations to improve instruction during grade-level meetingsand weekly staff meetings. The data also provide guidance to the Instructional Leadership Team forfuture walk-throughs and future whole staff professional development.

Planned staff responsible for implementing activity: Instructional Leadership Team, TeachScape,other staff

Actual staff responsible for implementing activity: Same as above.




AmountActualAmount

Training for the Instructional Leadership Team School Improvement Grant (SIG)

1.1.1.3. Activity: Lesson Planning


Activity Description: Academic Coordinators will look through teachers' lesson plans for mathactivities tailored for the various learning styles of our students, including visual, auditory, andkinesthetic. The Atlas Curriculum will be used as a pacing guide for teachers. Academic Corrdinators

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will also be responsible for providing feedback to teachers.

Planned staff responsible for implementing activity: Academic Coordinators, math teachers, coreteachers

Actual staff responsible for implementing activity:




AmountActualAmount

Sheltered Instruction Oberservation ProtocolTraining

Title I School Improvement(ISI)

8,000.00

1.1.1.4. Activity: Study Island

Activity Type: Technology

Activity Description: Study Island is a web-based system that provides standards based instruction andassessment to supplement classroom instruction. Study Island can be used in the classroom, during after-school tutoring, and at home. Students can use the system freely or complete teacher-createdassignments.

Planned staff responsible for implementing activity: Core teachers, math content teaches, academiccoordinators, and administration.





AmountActualAmount

Study Island General Funds 0.00

1.1.2. Strategy: Differentiated Instruction and Sheltered InstructionObservation Protocol

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Strategy Statement: Teachers will focus instruction using Differentiated Instruction (DI) along withcomponents of Sheltered Instruction Observation Protocol (SIOP) for targeted groups of students.

Selected Target AreasI.1.A.1 The curriculum documents are the basic framework for instruction. They contain essential andrigorous content that guides what is taught within and across grade levels. They provide consistency andcontinuity to the curriculum and instruction practiced at the school and reflects the belief that all studentsshould actively construct and apply knowledge.I.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.I.2.B.2 There is a strong belief within the school or program that all students can succeed. This isdemonstrated in the expanded use at both the school or program and classroom levels of a variety of bestpractices designed to meet the differentiated needs of individual learners. Technology is a key componentof instructional practice.I.2.B.3 Staff believe that active student engagement is a key feature of student success and there is anexpectation that all teachers will design lessons and assessments that engage their students.I.3.B.3 All stakeholders are committed to the belief that all student learners will be successful. In order toachieve this goal, students play a major role in monitoring and improving their own performance. Studentachievement is truly a joint venture among student, teacher, and parent. In order to ensure success of allstudents, a school-wide or cross-program system is in place that monitors the progress of any student notsucceeding and provides data to all stakeholders to inform them about resulting interventions.II.1.A.2 School leaders have a clear understanding of the importance of data to school improvement. Theymaintain the level of expertise necessary to analyze and interpret the multiple sources of data that informthe school improvement process.II.1.A.4 The school leaders maintain the focus on application of learning theory in the classroom. Leadershave set an expectation that knowledge of how students learn and the impact of developmental states oninstructional strategies are essential factors in decisions related to curriculum planning, delivery, andassessment.II.2.A.5 All decisions affecting student achievement are based on data. All instructional staff members areinvolved in this data-based decision-making which incorporates data from state, district, school, andclassroom assessments.


Echevarria, Jana. Making cotnent comprehensible for English learners: the SIOP Model, Pearson Education,Inc. 2008

http://www.inspiringlearners.com/ (cc: Kathleen Kryza)


DateEndDate

Staff Responsible

Differentiated InstructionTraining

2012-08-01

2013-06-30

Core teachers, math content teaches, instructionalspecialists, academic coordinators, and administration.

Extended Learning Time forMiddle School Students

2012-08-01

2013-06-30


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Math Facts 2012-08-01

2013-06-30

Core teachers, math content teaches, academiccoordinators, and administration.

Math Manipulatives 2012-08-01

2013-06-30

Core teachers, math content teachers, academiccoordinators, and administration.

Sheltered InstructionObservation Protocol Training

2012-08-01

2013-06-30


1.1.2.1. Activity: Differentiated Instruction Training

Activity Type: Professional Development

Activity Description: Differentiated Instruction is method of instruction geared toward meeting theneeds of the individual student levels of achievement. GEE White Academy has a very diverse studentlearner population. These instructional practices will help teacher improve targeted instruction.

Professional Development will be focused towards implementing Differentiated Instructional practicesprovided by Academic Coordinators, the Instructional Leadership Team, GEE Math Curriculum andInstruction personnel, and other outside sources.

Planned staff responsible for implementing activity: Core teachers, math content teaches,instructional specialists, academic coordinators, and administration.





AmountActualAmount

Differentiated Instruction Training Title I Schoolwide 0.00 0.00

1.1.2.2. Activity: Extended Learning Time for Middle School Students


Activity Description: Middle school students who show a need for extra instruction in math will beplaced in an additional math class. This class will allow students to receive additional support in basicmath concepts. As students improve, they will be cycled out of the class to ensure the students with thegreatest need are receiving the instruction. At certain times throughout the year, students who excel inmath will also receive additional instruction in advance math concepts that challenge them.

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AmountActualAmount

Math Specialist General Funds 38,000.00

1.1.2.3. Activity: Math Facts


Activity Description: Due to our student limited ability to recall math facts, teachers will be responsiblefor quizzing students on basic math facts, two to three times per week based on the level of the student toincrease instant recall.

Planned staff responsible for implementing activity: Core teachers, math content teaches, academiccoordinators, and administration.





AmountActualAmount

1.1.2.4. Activity: Math Manipulatives


Activity Description: The use of math manipulatives in the classroom increases hands-on learning forstudents. Manipulatives allow students to concretely visualize abstract math concepts. Students can usemanipulatives in groups to strengthened their critical thinking and problem solving skills. Through theuse of manipulatives teachers can differentiate instruction to the students' level.

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Planned staff responsible for implementing activity: Core teachers, math content teachers, academiccoordinators, and administration.





AmountActualAmount

Math Manipulative Training Title I School Improvement (ISI) 20,000.00 Math Manipulatives Title I School Improvement (ISI) 50,000.00

1.1.2.5. Activity: Sheltered Instruction Observation Protocol Training


Activity Description: Sheltered Instruction Observation Protocol is a model of instruction designed toprovide best teaching practices with a focus on language development. GEE White Academy has a verydiverse student population including English Language Learners. Teachers use the model to throughouttheir lessons including their lesson preparations, in-classroom activities, and assessments.

Professional Development will be focused towards implementing Sheltered Instruction ObservationProtocol practices provided by Academic Coordinators, GEE Sheltered Instruction Observation Protocolpersonnel, and other outside sources.






AmountActualAmount

Sheltered Instruction Observation Protocol Training Title I School Improvement (ISI) 0.00

1.1.3. Strategy: Parental Involvement

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Strategy Statement: Teachers will communicate to parents instructional objectives, strategies, and at homeactivities for math.

Selected Target AreasI.1.B.3 Parents have a clear understanding of the curricular expectations for their child. A variety ofopportunities are made available to them to obtain information about the goals and objectives of units ofstudy and clarify any aspects of the curriculum they do not understand.IV.1.B.2 The school is seen as a "learning organization" with parents serving a key role. Numerousextended learning opportunities are provided to parents in order to enhance their own education, as well asto reinforce and support their children learning at home.IV.1.B.3 The school believes that parents and families are partners in helping students and the schoolsucceed. In this role, they serve an important function as participants in the decision-making process.Particular efforts are made by the school to ensure that the demographics of parents in leadership rolesrepresent the diversity of the school population.


Shaver,A.V.,& Walls,R.T. (1998). Effect of Title I parent involvement on student reading and mathematicsachievement. Journal of Research and Development in Education,31(2), 90-97.

www.edweek.org/ew/issues/parent-involvement/

www.directionservce.org/cadre/parent_family_involv.cfmThe Impact of Parent/Family Involvement on Student Outcomes



At HomeActivities

2012-08-01

2013-06-30

Core teachers, math content teachers, academic coordinators,administration, and parents.

Curriculum Night 2012-08-01

2013-06-30

Core teachers, academic coordinators, and administration.

Family MathNights

2012-08-01

2013-06-30

Core teachers, math content teachers, academic coordinators, andadministration.

NextK12 2012-08-01

2013-06-30

Core teachers, academic coordinators, and administration.

1.1.3.1. Activity: At Home Activities


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Activity Description: Teachers will provide students with a weekly math challenge to be completed, athome, with the assistance of parents/guardians. The challenges will correlate with math concepts beingtaught in the classroom that week. Parents/guardians will be provided with a guide to assist them incompleting the activity with their child. The activities will be based on real-world applications of mathconcepts.

Planned staff responsible for implementing activity: Core teachers, math content teachers, academiccoordinators, administration, and parents.





AmountActualAmount

Parent Involvement Meeting Other 0.00

1.1.3.2. Activity: Curriculum Night


Activity Description: Parents will be invited to fall curriculum night where they will be introduce to thecurriculum. Teachers will provide parents with information regarding course syllabus, courseexpectations, and classroom procedures. This is an opportunity for parents and teachers to developpositive relationships early in the school year. Also, teachers and administrators will have theopportunity to address standardized testing expectations(MEAP and NWEA).

Planned staff responsible for implementing activity: Core teachers, academic coordinators, andadministration.





AmountActualAmount

1.1.3.3. Activity: Family Math Nights

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Activity Description: Parents and students will participate twice a year (fall and spring) in engaging,hands-on activities that promotes cooperative learning and problem solving skills. The activities willconnect classroom math concepts with real-world situations.

Planned staff responsible for implementing activity: Core teachers, math content teachers, academiccoordinators, and administration.





AmountActualAmount

Family Math Night Title I School Improvement (ISI) 2,500.00

1.1.3.4. Activity: NextK12


Activity Description: NextK12 is a web-based grading system used by teachers and administrators tocollect data. Parents and students have access to the system to view attendance, assignments, and grades.The system can also be used for communication between teachers, students, and parents. Classroomwebsites can be used to provide additional resources and information regarding student progress andactivities.

Planned staff responsible for implementing activity: Core teachers, academic coordinators, andadministration.





AmountActualAmount

NextK12 Training General Funds 0.00

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Goal 2: Reading Comprehension

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: Based on a review of the NWEA and Ed Performance data we find that our studentsare not proficent in Non Fiction(Informational Text) and content specific vocabulary. Based on a review of theMEAP data 27% of students in Grades 3rd,4th and 5th combined are scoring proficient on all measures of readingleaving a gap of 73%. When we analyze the Ed Performance and NWEA data we find that our students have lowproficiency in nonfiction,vocabulary,long passage and comprehension.

Gap Statement: Based on a comparative analysis of 2011-2012 MEAP, EdPerformance, and NWEA assessmentdata, the subgroups of ELL and the economically disadvantaged are performing significantly lower than non-ELLand economically disadvantaged.

Cause for Gap: After analysis and discussion of 2011-2012 MEAP, EdPerformance, and NWEA assessmentdata, the following were determined to be contributing factors for the gap:1. Changes in makeup of classes and instructional staff;2. Teachers new to the District's curriculum and unfamiliarity with the core readingprograms;3. Language barriers for ELL students;4. Challenges with comprehending, analyzing and evaluating informational text amongELL and economically disadvantaged students.

Multiple measures/sources of data you used to identify this gap in student achievement: The multiple sourcesof data used were MEAP, EdPerformance and NWEA assessments.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? The criteria for success in ELA will be school-wide proficiency in analyzing,synthesizing, and evaluating informational text and content-specific vocabulary. Data from Accelerated Reader,GEE Benchmark Assessments,and NWEA assessments, formative classroom assessments, and student work willbe used to assess and monitor success of the identified goals. Data teams will be implemented as a progressmonitoring tool to analyze data, determine areas of weakness and strength in order to drive classroom instruction.


List of Objectives:

Name ObjectiveDifferentiated Instruction Students will increase their overall reading proficiency by use of the following

Differentiated Instruction methods. Study Island SIOP Accelerated Reader ReadingSpecialist Resource Teacher Reading A - Z

Increase ParentalInvolvement in their child'sReading Progress

Students reading progress on MEAP will increase by 14% and on NWEA by 1.5%by the end of the 2012-2013 school year because Parents will become moreinvolved in their child's reading programs.

Reading Workshop By end of the school year 2012-2013, as measured by MEAP,NWEA and GEEBenchmark Assessments, students will increase proficiency in analysis, synthesis,

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and evaluation of informational text and content-specific vocabulary.

2.1. Objective: Differentiated Instruction

Measurable Objective Statement to Support Goal: Students will increase their overall reading proficiencyby use of the following Differentiated Instruction methods.

Study IslandSIOPAccelerated ReaderReading SpecialistResource TeacherReading A - Z

List of Strategies:Name StrategyIncrease the useof technology

Staff will incorporate and increase the use of technology in order to increase studentachievement in reading. Staff will incorporate web based programs such as Study Island,Accelerated Reading, RAZ KIDS, Reading A to Z, and the use of smart boards, and 5classroom computers

SIOP Staff will continue to use the Sheltered Instruction Observation Protocol (SIOP)model forlesson delivery during 2012 - 2013.

2.1.1. Strategy: Increase the use of technology

Strategy Statement: Staff will incorporate and increase the use of technology in order to increase studentachievement in reading.Staff will incorporate web based programs such as Study Island, Accelerated Reading, RAZ KIDS, ReadingA to Z, and the use of smart boards, and 5 classroom computers

Selected Target Areas


ASCD's Journal of Curriculum and Supervision; Research Brief; ASCD Express; The Journal: TrasformingEducation Through Technology

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List of Activities:Activity Begin Date End Date Staff ResponsibleProfessional Development 2012-08-20 2013-06-14 GEE District staffWeb based programs 2012-09-14 2013-06-15 Teachers, and support staff

2.1.1.1. Activity: Professional Development


Activity Description: New staff will be trained in the use of Study Island, Accelerated Reader, andReading A to Z in their classrooms; returning staff will be included in the training as a refresher course,if needed.

Planned staff responsible for implementing activity: GEE District staff





AmountActualAmount

Professional Development General Funds 2,000.00 2,000.00

2.1.1.2. Activity: Web based programs


Activity Description: Teachers will incorporate web based programs during the reading block, andtutoring. Study Island, Raz Kids, Accelerated reader, and reading A to Z are among the main web basedprograms teachers will use to increase reading proficiency.

Planned staff responsible for implementing activity: Teachers, and support staff




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AmountActualAmount

General Funds General Funds 4,000.00 4,000.00

2.1.2. Strategy: SIOP

Strategy Statement: Staff will continue to use the Sheltered Instruction Observation Protocol (SIOP)modelfor lesson delivery during 2012 - 2013.



Sheltered Instruction research conducted by the Center for Applied Linguistics as presented in the "MakingContent Comprehensible for English Learners: The SIOP Model" (3rd edition)text.

List of Activities:Activity Begin Date End Date Staff ResponsibleSIOP Training 2012-08-20 2013-06-14 GEE District Training staff.

2.1.2.1. Activity: SIOP Training


Activity Description: New staff will be trained to use the SIOP model of lesson delivery in theirclassrooms; returning staff will be included in the training as a refresher course, if needed.

Planned staff responsible for implementing activity: GEE District Training staff.




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AmountActualAmount

SIOP Training General Funds 1,000.00 1,000.00

2.2. Objective: Increase Parental Involvement in their child'sReading Progress

Measurable Objective Statement to Support Goal: Students reading progress on MEAP will increase by14% and on NWEA by 1.5% by the end of the 2012-2013 school year because Parents will become moreinvolved in their child's reading programs.

List of Strategies:Name StrategyIncreaseParentalInvolvement intheir child'sReadingProgress

Staff will continue to implement current reading programs such as Study Island, Reading A-Z, Accelerated Reader in the classrooms, as well as provide parents with access to theprograms Study Island, and Raz-Kids Both programs offer students to practice reading,comprehension and vocabulary skills through a variety of assignments and activities whilealso allowing parent's to monitor progress and offering additional resources for skillenrichment. Other programs such as homework including mandatory book reports for grade6-8 students and regular reading logs for K-5 students will also allow for parent involvementas GEE White Academy will maintain parent-teacher communication regarding theserequired reading activities. Additionally parents will have the opportunity for involvmentthrough Reading activities such as the Scholastic Book Fairs and "Book-It" Program,sponsored by Pizza Hut restaurants.

2.2.1. Strategy: Increase Parental Involvement in their child's ReadingProgress

Strategy Statement: Staff will continue to implement current reading programs such as Study Island,Reading A-Z, Accelerated Reader in the classrooms, as well as provide parents with access to the programsStudy Island, and Raz-Kids Both programs offer students to practice reading, comprehension andvocabulary skills through a variety of assignments and activities while also allowing parent's to monitorprogress and offering additional resources for skill enrichment. Other programs such as homeworkincluding mandatory book reports for grade 6-8 students and regular reading logs for K-5 students will alsoallow for parent involvement as GEE White Academy will maintain parent-teacher communicationregarding these required reading activities. Additionally parents will have the opportunity for involvmentthrough Reading activities such as the Scholastic Book Fairs and "Book-It" Program, sponsored by PizzaHut restaurants.

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Case Study Research of Study Island in Michigan, October 1, 2008, Magnolia Consulting LLC;http://www.studyisland.com/salessheets/Case%20Study%20Summary%20State%20of%20Michigan.pdf

Providing Differentiated Reading Instruction to Meet the Individual Needs of Students, Adria F. Klein, PhDhttp://www.raz-kids.com/main/TeacherCorner - white_paper_raz-kids.pdf(SECURED)

UT Researchers Demonstrate Test Scores Soar With the Summer Reading Book FairBy Dr. Richard L. Allington and Dr. Anne McGill-Franzen, professors at the University of Tennessee,Knoxville, TNhttp://www.scholastic.com/bookfairs/experience/articles/2012/feb/test-scores-soar-with-summer-reading-fair.asp


DateEndDate

Staff Responsible

"YAN" YoungAuthor's Night

2012-09-04

2013-06-14

Administration, staff, instructional staff, parents, volunteers andYAN committee.

Book It ReadingIncentive Program

2012-09-04

2013-06-14

Teachers,Academic Coordinator, Reading Specialist, Staff

Book Reports 2012-09-04

2013-06-14

Homeroom and ELA/English Teachers, Academic Coordinator,Resource Room Teachers, ELL Teacher

Raz-Kids (Reading A-Z)

2012-09-04

2013-06-14

Homeroom Teachers, Academic Coordinators, Reading Specialist,Resource Room Teacher

Scholastic Book Fair 2012-09-04

2013-06-14

Academic Coordinator, Reading Specialist, Teachers, Staff

Study Island 2012-09-04

2013-06-14

GEE White Staff including teachers, academic coordinators andStudy Island professional development training staff

2.2.1.1. Activity: "YAN" Young Author's Night


Activity Description: "YAN" Young Author's Night is a celebration of our students accomplishments inReading and Writing throughout the school year. During this event students K-6 self published bookswill be on display,student plays will be presented, an oratory contest, a professional storyteller and aprofessional author will present. Parents will have the opportunity to leave with reading and writing at

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home toolkits and gently used $.25cents books to support at home libraries.

Planned staff responsible for implementing activity: Administration, staff, instructional staff, parents,volunteers and YAN committee.





AmountActualAmount

Reading/Writing Supportive Activities General Funds 6,000.00 6,000.00

2.2.1.2. Activity: Book It Reading Incentive Program


Activity Description: The Book-It program was a fun and exciting for both students and parents. Theprogram, sponsored by Pizza Hut, challenged students to read as many books as they could, encouragingschoolwide reading outside of school by offering prizes and incentives. For each book read by a student,and accompanied by a completed book report, a coupon redeemable for a free personal pan pizza wasawarded. The Book it program also offered a website which invited parents to visit along with theirchildren and take advantage of a variety of reading resources that encouraged reading for fun as well asenrichment purposes.

Planned staff responsible for implementing activity: Teachers,Academic Coordinator, ReadingSpecialist, Staff

Actual staff responsible for implementing activity: Teachers,Academic Coordinator, ReadingSpeialist, Staff


Actual Timeline: Begin Date - 09/04/2012, End Date - 06/14/2013


AmountActualAmount

2.2.1.3. Activity: Book Reports

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Activity Description: Teachers will assign grade level appropriate book reports which become amandatory assignment to be completed at regular intervals (TBD) as part of the currently implementedreading program. Students will be allowed to choose books from a variety of genres to read and andwrite a comprehensive report based upon a predetermined format. Parents will be made aware of the newrequirement school-wide and classroom communications such as school newsletters and/or class syllabi.Parents will be encouraged to assist their child as needed with the report. Parents will also be asked toencourage and support additional non-required reading at home. Students will access to both the schoollibrary as well as individual classroom libraries.

Planned staff responsible for implementing activity: Homeroom and ELA/English Teachers,Academic Coordinator, Resource Room Teachers, ELL Teacher

Actual staff responsible for implementing activity: Homeroom and ELA/English Teachers, AcademicCoordinator, Resource Room Teachers, ELL Teacher




AmountActualAmount

2.2.1.4. Activity: Raz-Kids (Reading A-Z)


Activity Description: The web based teacher reading resource provides a broad range of materials fordifferentiating instruction in classrooms of students with widely varying reading abilities. RAZ kidsprovides access books that are read aloud. It also includes comprehension quizzes. Raz-kids featuresinclude student materials such as over 300 books spanning 27 levels of difficulty, books with animationand sound effects, Fact and fiction books, songs, and nursery rhymes. Student have the option to listen,read, and record their reading. The program also includes modeled reading for fluency, difficult wordspronounced when clicked on words tracked as read in the listen mode and quizzes to take after reading abook. There are worksheets to accompany books and a host of teacher tools.Parents can become actively involved in their childs progress on the program by obtaining a log-in codefrom the homeroom teacher and accessing the program on their home computer. This way they are ableto monitor and assist with assignments and activities set up by the teacher and monitor reading andcomprehension progress.

Planned staff responsible for implementing activity: Homeroom Teachers, Academic Coordinators,Reading Specialist, Resource Room Teacher

Actual staff responsible for implementing activity: Homeroom Teachers, Academic Coordinators,Reading Specialist, Resource Room Teacher

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AmountActualAmount

2.2.1.5. Activity: Scholastic Book Fair


Activity Description: The Scholastic Book Fair is held twice per academic school year and allowsparents to become involved in helping to guide their child's reading choices and resources by previewingthe items available for purchase prior to their child attending the fair and also helping their child create a"wish list" of books and other resources that they would like to purchase at the book fair. Parents andstudents are provided with information regarding the book fair through communication sent home by theschool. Each child also receives brochures to take home and review with their parents. The brochuresinclude many of the items that will be available for sale at the fair. The book fair provides a uniqueopportunity for parents to encourage their child to read outside of school for enjoyment and fun and alsobuild a resourceful at-home library.

Planned staff responsible for implementing activity: Academic Coordinator, Reading Specialist,Teachers, Staff

Actual staff responsible for implementing activity: Academic Coordinator, Reading Specialist,Teachers, Staff




AmountActualAmount

2.2.1.6. Activity: Study Island


Activity Description: Parents and students will work together on a variety of activities using StudyIsland, a web-based study aid with a reading component offering games, assignments, assessments, andprogress tracking to encourage skill reinforcement outside of the classroom.

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Planned staff responsible for implementing activity: GEE White Staff including teachers, academiccoordinators and Study Island professional development training staff

Actual staff responsible for implementing activity: Homeroom teachers will be responsible forbuilding their class roster on the Study Island website. They will also be responsible for providing eachstudent with an access code which can be used by the parent to set up activities, assessments, games andassignments to aid in improving their child's reading, vocabulary, and comprehension skills.




AmountActualAmount

2.3. Objective: Reading Workshop

Measurable Objective Statement to Support Goal: By end of the school year 2012-2013, as measured byMEAP,NWEA and GEE Benchmark Assessments, students will increase proficiency in analysis, synthesis,and evaluation of informational text and content-specific vocabulary.

List of Strategies:Name StrategyElementary & MiddleSchool ReadingSpecialist

Elementary and Middle School Reading Specialist Teacher will provide intensive dailyinstruction for students identified as needing further support based on NWEA, ReadingA-Z Assessments, Report Cards and GEE Benchmark Assessment Data. Small groupinstruction will occur during a 30 minute instructional block. This instruction willfocus mainly on one or two selected strategies based on the data.

Professional LearningCommunities (GradeLevel TeacherMeetings)

Teachers and ELA Academic Coordinator will research best practices around readingstrategies reflecting current research, differentiate instruction for students, provide aset of clear and rigorous expectations for all students and clearly define statements ofwhat students should know;including strategies incorporating collaboration amonggrade level teachers, sharing of strategies,results and the use of technology.

Reading Immersion Reading Immersion will includes a variety of different resources in order to raisestudents achievement.

2.3.1. Strategy: Elementary & Middle School Reading Specialist

Strategy Statement: Elementary and Middle School Reading Specialist Teacher will provide intensive

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daily instruction for students identified as needing further support based on NWEA, Reading A-ZAssessments, Report Cards and GEE Benchmark Assessment Data. Small group instruction will occurduring a 30 minute instructional block. This instruction will focus mainly on one or two selected strategiesbased on the data.

Selected Target AreasI.2.A.2 Instructional planning is focused upon ensuring student success. Instructional practice is designedaround the needs, interests and aptitudes of the individual students. The result is a curriculum that allowsstudents to derive meaning from all of their educational experiences.I.2.B.2 There is a strong belief within the school or program that all students can succeed. This isdemonstrated in the expanded use at both the school or program and classroom levels of a variety of bestpractices designed to meet the differentiated needs of individual learners. Technology is a key componentof instructional practice.I.2.B.3 Staff believe that active student engagement is a key feature of student success and there is anexpectation that all teachers will design lessons and assessments that engage their students.I.3.A.3 Student assessment is viewed as an essential component in the monitoring of student achievement.Aligned standardized assessments, periodic benchmark assessments as well as a variety of culminatingassessments are incorporated into daily practice. In addition, teachers use frequent formative assessmentactivities to inform instruction.I.3.B.3 All stakeholders are committed to the belief that all student learners will be successful. In order toachieve this goal, students play a major role in monitoring and improving their own performance. Studentachievement is truly a joint venture among student, teacher, and parent. In order to ensure success of allstudents, a school-wide or cross-program system is in place that monitors the progress of any student notsucceeding and provides data to all stakeholders to inform them about resulting interventions.


Haager, D., & Windmueller, M. (2001). Early literacy intervention for English language learners at-risk forlearning disabilities: Student and teacher outcomes in an urban school. Learning Disability Quarterly, 24(4),235-250.



Reading SpecialistInstruction

2012-09-04

2013-06-14

ELA Academic Coach, Reading specialist, special educationstaff and ELL instructional staff.

2.3.1.1. Activity: Reading Specialist Instruction


Activity Description: Reading Specialist Teachers will provide intensive daily instruction. Thisinstruction will focus mainly on one or two selected strategies, based on various sources of data.

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Individualized instruction will also occur as well. Teachers will provide explicit, individualizedcomprehension of non fiction text and content specific vocabulary instruction, as indicated by theassessment, in a one-on-one approach.

Students' understanding and use of non fiction text and content specific vocabulary will be tested usingReading A-Z Running Records, DRA and MLPP quarterly.

Academic Coach and The Reading Specialist will provide support in analyzing data to make decisionsabout further modifications of instruction to support students.

Planned staff responsible for implementing activity: ELA Academic Coach, Reading specialist,special education staff and ELL instructional staff.

Actual staff responsible for implementing activity: ELA Academic Coach and Reading specialist.




AmountActualAmount

Federal School Improvement Grant (SIG) 38,000.00 38,000.00

2.3.2. Strategy: Professional Learning Communities (Grade LevelTeacher Meetings)

Strategy Statement: Teachers and ELA Academic Coordinator will research best practices around readingstrategies reflecting current research, differentiate instruction for students, provide a set of clear andrigorous expectations for all students and clearly define statements of what students should know;includingstrategies incorporating collaboration among grade level teachers, sharing of strategies,results and the use oftechnology.

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.I.2.A.1 The content of the curriculum is directly aligned and consistent with the district's curriculumframework. Processes used to develop cohesive and essential content require articulation within and acrossgrade levels and content areas.I.2.A.3 A collaborative culture that incorporates a philosophy of continuous improvement exists at theschool or within a program. Staff members work as teams to gather and analyze information and makedecisions regarding the modification of their instructional practice.I.2.B.1 The school or program ensures that students have the supports they need to meet the requiredstandards. Teachers provide opportunities for students to use many and varied approaches to demonstratecompetency. The school or program continuously adapts curriculum, instruction, and assessments to meetits students' diverse and changing needs.

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I.2.B.2 There is a strong belief within the school or program that all students can succeed. This isdemonstrated in the expanded use at both the school or program and classroom levels of a variety of bestpractices designed to meet the differentiated needs of individual learners. Technology is a key componentof instructional practice.I.2.B.3 Staff believe that active student engagement is a key feature of student success and there is anexpectation that all teachers will design lessons and assessments that engage their students.


Annenberg Institute for School Reform (AISR). (no date). Professional learning communities: Professionaldevelopment strategies that improve instruction. Providence, RI: Author.

DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.


DateEndDate

Staff Responsible

Classroom Walkthroughs 2012-09-04

2013-06-14

(ILT) Instruction Leadership Members, teachers andadministration.

Modeling of ReadingStrategies During PLC's

2012-09-04

2013-06-14

Administration, Academic Coordinators, (ILT)InstructionalLeadership Team Members and Teachscape Coaches.

Monitoring of the PLC's 2012-09-04

2013-06-14

Administration, academic Coordinators andTeachscape(district, external partners).

Professional Developmenton PLC's

2012-09-04

2013-06-14

Teachers, resource teachers, academic coordinators,bilingual staff, and reading specialists.

2.3.2.1. Activity: Classroom Walkthroughs


Activity Description: Classroom walk-through will be conducted in every classroom by the(ILT)Instruction Leadership Team on a daily basis in order to drive the reasearch and training during theProfessional Learning Communities.

Planned staff responsible for implementing activity: (ILT) Instruction Leadership Members, teachersand administration.

Actual staff responsible for implementing activity: (ILT) Instructional Leadership Team andadministration.


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AmountActualAmount

Federal Title I Schoolwide 20,000.00 0.00

2.3.2.2. Activity: Modeling of Reading Strategies During PLC's


Activity Description: Use of power point presentation, document camera, smart board, internet,worksheets etc. or teacher/coach modeling how to effectively use strategies in the classroom. Amodeling and hands on approach will occur during each PLC as documented on each agenda. A followup process will occur where the strategy that was taught from a previous PLC will be revisited at thenext meeting and an open dialogue about it's effectiveness in the classroom will occur.

Planned staff responsible for implementing activity: Administration, Academic Coordinators,(ILT)Instructional Leadership Team Members and Teachscape Coaches.





AmountActualAmount

Teaching Reading Sourcebook Title I Schoolwide 300.00 0.00

2.3.2.3. Activity: Monitoring of the PLC's


Activity Description: Agendas, notes and sign in sheets will be used as way to monitor PLCimplementation. Grade level meetings will continue to occur weekly to monitor implementation ofstrategies. Reflective dialogue and examination of student work (graphic organizers, writing, andformative and summative assessments)will occur at the meetings. Academic Coordinator will alsoparticipate in these meetings as a way to monitor implementation.

Planned staff responsible for implementing activity: Administration, academic Coordinators andTeachscape(district, external partners).

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AmountActualAmount

walkthrough training and examining student work Title I Part A 2,000.00 0.00

2.3.2.4. Activity: Professional Development on PLC's


Activity Description: A Professional Development will be implemented at the beginning of the year aswell as other opportunities to aid in the PLC process.

Planned staff responsible for implementing activity: Teachers, resource teachers, academiccoordinators, bilingual staff, and reading specialists.

Actual staff responsible for implementing activity: Teachers, resource teachers, academiccoordinators, bilingual staff, and reading specialists.




AmountActualAmount

Federal School Improvement Grant (SIG) 2,000.00 0.00

2.3.3. Strategy: Reading Immersion

Strategy Statement: Reading Immersion will includes a variety of different resources in order to raisestudents achievement.

Selected Target AreasI.1.B.3 Parents have a clear understanding of the curricular expectations for their child. A variety ofopportunities are made available to them to obtain information about the goals and objectives of units ofstudy and clarify any aspects of the curriculum they do not understand.IV.1.B.2 The school is seen as a "learning organization" with parents serving a key role. Numerous

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extended learning opportunities are provided to parents in order to enhance their own education, as well asto reinforce and support their children learning at home.IV.1.B.3 The school believes that parents and families are partners in helping students and the schoolsucceed. In this role, they serve an important function as participants in the decision-making process.Particular efforts are made by the school to ensure that the demographics of parents in leadership rolesrepresent the diversity of the school population.


Hara, S.R., & Burke,D.J. (1998). Parent involvement: The key to improve student achievement. SchoolCommunity Journal, 8(2), 9-19.

Maap, K.L. (1997, December). Making family-school connections work. The Education Digest,63,36-39.

Quigley, D.D.(2000, April). Parents and teachers working together to support third gradeachievement:Parents as learning partners.



AHA (At-Home Activities) 2012-09-04

2013-06-14

Teachers, academic coordinators, ILT Team andadministration.

Expose Students to Real LifeExperiences

2012-09-04

2013-06-14

Teachers, Adminstration and support staff.

Extended Day TutorialProgram

2012-09-04

2013-06-14

Teachers, administration and support staff.

March is Reading Month!!! 2012-09-04

2013-06-14

ELA Academic Coordinator,Principal, instructionalstaff and support staff.

Parent Breakfast 2012-09-04

2013-06-14

Administration, acdemic coordinators, support staff andinstructional staff.

2.3.3.1. Activity: AHA (At-Home Activities)


Activity Description: To support and reinforce the teaching of analysis, synthesis, and evaluation of nonfiction text and content specific vocabulary grade level teams will meet monthly to plan at-homeactivities for parents. The activities will include suggestions, websites, procedures, and/or opportunitiesto practice the skills. The activities will be disseminated through a classroom weekly newsletter.

Planned staff responsible for implementing activity: Teachers, academic coordinators, ILT Team andadministration.

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Actual staff responsible for implementing activity: same as above




AmountActualAmount

Federal Title I Schoolwide 4,200.00 0.00

2.3.3.2. Activity: Expose Students to Real Life Experiences


Activity Description: Teachers will connect real life experiences to all reading genres. This will beaccomplished by providing field trips away from the school and bring activities into the school. We willalso subscribe to K-8 Weekly Readers to be used in the classrooms in order to make connections to thereal world and expose students to non-fiction text and vocabulary.

Planned staff responsible for implementing activity: Teachers, Adminstration and support staff.





AmountActualAmount

Funds for exposure to real life experiences School Improvement Grant (SIG) 3,000.00

2.3.3.3. Activity: Extended Day Tutorial Program


Activity Description: Staff will provide extended day(after school) tutoring program for at Riskstudents.

Planned staff responsible for implementing activity: Teachers, administration and support staff.


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AmountActualAmount

SIG School Improvement Grant (SIG)

2.3.3.4. Activity: March is Reading Month!!!


Activity Description: March is Reading Month will be a school wide celebration of reading during themonth of March. During this month the following activities will take place in order promote reading.*March is Reading Month School Wide Celebration*March is Reading Month Calendar with events and activities related to reading that can be implementedat home and school*Reading Strategies Door Contest*Teachers will dress like their favorite character from a book*Professionals will come into the school and read to the classes*Professional storyteller will come in to perform for K-8*Book It Program!!!*Principal will read a story to K-8 over the PA

Planned staff responsible for implementing activity: ELA Academic Coordinator,Principal,instructional staff and support staff.





AmountActualAmount

2.3.3.5. Activity: Parent Breakfast


Activity Description: This morning coffee drive-through activity will give parents and guardians a

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warm greeting, along with food and information on weekly activities as they drop their children off atschool.

In order to build a level of comfort with the strategies, analyzing, synthesizing, and evaluatinginformational text and content specific vocabulary will be modeled for parents and they will be given anopportunity to apply the strategies as they read and model what they learned. Discussions utilizing thestrategies will occur while they sip their coffee. A conversational ambience is the goal and parents willhave the opportunity to model the strategies themselves.

This will increase parental involvement and build capacity with analyzing, synthesizing, and evaluatingnon fiction text and content specific vocabulary.

Planned staff responsible for implementing activity: Administration, acdemic coordinators, supportstaff and instructional staff.





AmountActualAmount

Books, Coffee, Condiments, and Donuts Title I Schoolwide 5,000.00 0.00

Goal 3: Vocabulary

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: To increase student use of content specific vocabulary across the core curriculum,namely ELA, Mathematics, Science, and Social Studies.

Gap Statement: After analysis and discussion of 2011-2012 MEAP, EdPerformance, and NWEA assessmentdata, the following were determined to be contributing factors for the gap:

1. Teachers new to the District's curriculum and unfamiliarity with the instructional strategies for teachingvocabulary2. Language barriers for ELL students;3. Challenges with comprehending, analyzing and evaluating vocabulary amongELL and economically disadvantaged students.

Cause for Gap: Based on a comparative analysis of 2011-2012 MEAP, Ed Performance, and NWEA assessmentdata and district wide targets, there are several subgroups (i.e. ELL, ESL students; economically disadvantaged)that are performing below the state's AYP targets in the different content areas.

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Multiple measures/sources of data you used to identify this gap in student achievement: The multiple sourcesof data used were MEAP, EdPerformance and NWEA assessments.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? The criteria for success in ELA will be school-wide proficiency in analyzing,synthesizing, and evaluating content-specific vocabulary. Data from Accelerated Reader, GEE BenchmarkAssessments,and NWEA assessments, formative classroom assessments, and student work will be used to assessand monitor success of the identified goals. Data teams will be implemented as a progress monitoring tool toanalyze data, determine areas of weakness and strength in order to drive classroom instruction.


List of Objectives:

Name ObjectiveVocabulary Use through the SIOP Strategies. To increase the use of vocabulary for all content areas.

3.1. Objective: Vocabulary Use through the SIOP Strategies.

Measurable Objective Statement to Support Goal: To increase the use of vocabulary for all content areas.

List of Strategies:Name StrategyVocabulary strategies A calendar will be given each month to teachers with specific vocabulary strategies.

3.1.1. Strategy: Vocabulary strategies

Strategy Statement: A calendar will be given each month to teachers with specific vocabulary strategies.



Making Content Comprehensible for English Learners (The SIOP MODEL)by Jana Echevarria, MaryEllenVogt, and Deborah J. Short.

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DateEndDate

Staff Responsible

Content Notebooks 2012-10-01

2013-06-14

Teachers, Academic Coordinators, ELL Teacher, ReadingSpecialist, Principal and Resource Teacher.

Content SpecificVocabulary Word Walls

2012-09-04

2013-06-14

Teachers, ELL teachers,Resource Teachers, AcademicCoordinator and Principal.

K-5 Vocabulary BathroomBreak

2012-09-04

2013-06-14

Teachers and Parapros

Spelling Bee 2012-06-20

2012-12-19

Student Service Coordinators Classroom Teachers

3.1.1.1. Activity: Content Notebooks


Activity Description: Content notebooks will be used for Writing, Reading(MS), Science and Math.Each day teachers will have students write down vocabulary words that are specific to the lesson. Thesenotebooks will be used as a reference tools for students to improve their vocabulary skills.

Planned staff responsible for implementing activity: Teachers, Academic Coordinators, ELL Teacher,Reading Specialist, Principal and Resource Teacher.

Actual staff responsible for implementing activity: Teachers




AmountActualAmount

Student Notebooks K-8 Title I Schoolwide 900.00

3.1.1.2. Activity: Content Specific Vocabulary Word Walls


Activity Description: For each particular content area (Math, Science, Social Studies, Reading andWriting) teachers will post current content specific vocabulary under each represented content area in theclassroom. Each day vocabulary that is specfic to the lesson will be reviewed with students for no more

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than five instructional minutes. The word wall will be updated according to what is being taught in theclassroom.

Planned staff responsible for implementing activity: Teachers, ELL teachers,Resource Teachers,Academic Coordinator and Principal.

Actual staff responsible for implementing activity: Teachers




AmountActualAmount

Word Walls No Funds Required

3.1.1.3. Activity: K-5 Vocabulary Bathroom Break


Activity Description: Teachers will have vocabulary words or math facts (flash cards) on a ring thatthey will take with them with their students on the bathroom break. During this time teachers will havestudents review basic math facts and or content specific vocabulary. This will ensure that we are usingevery minute of the school day to incorporate learning.

Planned staff responsible for implementing activity: Teachers and Parapros





AmountActualAmount

Vocabulary Flashcards on a Ring Title I Schoolwide 100.00

3.1.1.4. Activity: Spelling Bee


Activity Description: Students in Grade K-8 will participate in a classroom spelling bee in order to be

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eligible for the school-wide spelling bee.

Planned staff responsible for implementing activity: Student Service CoordinatorsClassroom Teachers

Actual staff responsible for implementing activity: Same




AmountActualAmount

Awards/Certificates Title I Schoolwide 300.00

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Resource ProfileFunding Source Planned Amount Actual Amount

School Improvement Grant(SIG)

$43,000.00 $38,000.00

Title I School Improvement(ISI)

$80,500.00 $0.00

Title I Schoolwide $30,800.00 $0.00

General Funds $51,000.00 $13,000.00

Other $0.00 $0.00

Title I Part A $2,000.00 $0.00

No Funds Required $0.00 $0.00

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Additional RequirementsComprehensive Needs Assessment

The comprehensive needs assessment (CNA) requirement is met by completing a School Data Profile/Analysis(SDP/A), School Process Profile, and Summary Report. The comprehensive needs assessment must be completedprior to creating a new plan or annually updating an existing school improvement plan.

Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities.Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measuresof data: student achievement data, school programs/process data, perceptions data (must include teachers andparents; student data is encouraged), and demographic data.

1. How was the comprehensive needs assessment conducted?

Staff were asked to volunteer to review one of the five strands of the SPR 90 report. Each staff member onher/his specific team reviewed the rubric and example and provided feedback to score the school on each ofthe aspects of the SPR 90. This served as the perception data from staff. In addition, member of theAcademy Board of Directors and community organizations with whom we've partnered completedinterviews conducted by the Academy Administrative team. Additionally, members of the SchoolImprovement Plan (SIP) Team reviewed assessment (achievement) data from Scantron/Ed PerformanceSeries, NWEA/Measures of Academic Performance and Michigan Educational Assessment Program. Thesame SIP Team members reviewed and discussed demographic data including attendance (absences,truancy and tardies), parent involvement in volunteer courses, parent attendance at events and parentattendance at conferences.

2. Describe the process to identify children who are failing or most at risk of failing to meet the state core

curriculum standards in the four core academic areas.

The process for indentifying children who are failing or most at risk of failing begins with students takingNorthwest Evaluation Association's MAP assessment in the fall. Upon completion of the assessment, data isanalyzed by the data team as well as the school as a whole. Based on those data results, students areidentified as failing or being the most risk of failing. Students follow this same process during winter andspring testing.

3. List the multiple, educationally, related, objective criteria established for the needs assessment process that

will be used to identify children who are failing or most at risk of failing to meet the state core curriculumstandards in the four core areas. The criteria must be consistent by grade level and content area.

The multiple, educationally related, objective criteria established that will be /are used to identify childrenwho are failing or most at risk of failing to meet the state core curriculum standards in the four core areasinclude- English/Language Arts - computer adaptive, norm referenced scores as compared to national normaverage for all grade levels and criterion referenced state tests scores as compared to the state cut scoresfor proficiency in reading for assessed grade levels (3-8) and for assessed grade levels in writing (4 and 7).- Mathematics - computer adaptive, norm referenced scores as compared to national norm average for all

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grade levels and criterion referenced state tests scores as compared to the state cut scores for proficiencyfor assessed grade levels (3-8).- Science - criterion referenced state tests scores as compared to the state cut scores for proficiency forassessed grade levels (5 and 8) and performance on summative common assessments as compared to schooland district-wide scores.- Social Studies - criterion referenced state tests scores as compared to the state cut scores for proficiencyfor assessed grade levels (6 and 9) and performance on summative common assessments as compared toschool and district-wide scores.

4. Preschool through Grade 2 students shall be selected solely on the basis of such criteria as teacher judgment,interviews with parents and other developmentally appropriate academic measures. Describe those criteria,if applicable. Enter "Not Applicable" if the school does not allocate Title I funds to serve Preschool throughGrade 2 students.

The multiple, educationally related, objective criteria established that will be /are used to identify childrenwho are failing or most at risk of failing to meet the state core curriculum standards for Kindergarten tosecond grade include- English/Language Arts - computer adaptive, norm referenced scores as compared to national normaverage for the applicable grade levels on specific primary geared assessments- Mathematics - computer adaptive, norm referenced scores as compared to national norm average for theapplicable grade levels on specific primary geared assessments- Low Socioeconomic status as determined by qualification for free/reduced lunch prices- Family dynamics such as a currently or previously incarcerated parent, current or previous placement infoster care, death of one or more parentsThis criteria is not applicable to the Headstart program which is housed in our school as it is administeredwholly by another entity.

Services for Eligible Students

The supplemental assistance provided to Title I, Part A eligible students are included as Activities within theGoals section of the school improvement plan.

Incorporated into Existing School Program Planning

1. Describe how the program planning for Title I, Part A students is incorporated into the existing school

improvement planning process.

The program planning for Title I, Part A students includes students receiving additional instructionalsupport in a small group setting. Within those small groups, instructional resources (i.e., classroomlibraries) and onging assessments (i.e., Learning AZ Suite, Study Island) will be utilized.

Instructional Strategies

The instructional strategies that are focused on helping eligible students who are failing or at risk of failing tomeet the State core curriculum standards in the four core academic areas must be included as Strategies within theGoals section. The strategies must be based on scientific research and minimize the amount of time students are

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pulled from the regular classroom.

Title I and Regular Education Coordination

1. Describe the coordination of Title I, Part A services with the traditional educational services offered at the

school, including those services offered to students with limited English proficiency (if applicable).

A Literacy Coach will provide support for all classroom teachers to improve the delivery of readinginstruction. In addition s/he will train a cadre of paraprofessional educators to provide direct instruction tostudents struggling to meet literacy (English/Language Arts) core curriculum standards. The AcademicCoordinator will also provide support for all instructional staff (teachers and paraprofessionals) inresearch-based instructional strategies for all core curriculum areas through modeling, mentoring,observing and coaching. Students who are identified will have the opportunity for in school push-in/pull outsupport from the Literacy Coach, specially trained paraprofessionals, Academic Coordinator or smallgroup direct instruction from a certified teacher. In addition, identified students will be able to receive afterschool, small group direct instruction that is individualized for her/his needs based on recent assessments.

Curriculum Alignment that Corresponds to the Goals

1. Describe how the curriculum is aligned with State standards and how this alignment will help the school

meet the academic Goals. Describe the process for review and revision of the curriculum; evidence couldinclude a timeline for curriculum review or a description of the review process.

The curriculum is aligned to state standards by being research based and aligning with the core curriculumstandards. Curriculum is reviewed by various stakeholders discussing the effectiveness in meeting theacademic needs of students. Curriculum is reviewed ongoing throughout the year.

2. Describe how decisions about curriculum, instruction and assessment are made at this school, and how all

stakeholders are involved in the process.

Decisions at the school are made through initial school improvement team meetings that are represented byall grades. Topics are taken back to grade level clusters for discussion. Each cluster representative reportsback to the school improvement team regarding curriculum, instruction, and assessments. The schoolimprovement team will discuss feedback and ask concise questions focusing on pros and cons to gather dataabout the instructional program at the academy.

Instruction by Highly Qualified Professional Staff

1. Provide an assurance statement that all teachers and Title I, Part A instructional paraprofessionals are highly

qualified OR a state-approved plan is in place for staff that does not meet requirements.

All teachers and Title I/Part A instructional paraprofessionals at GEE White Academy meet or surpassthe criteria for "highly qualified" for the areas in which they teach.

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High-Quality and Ongoing Professional Development

Use the results of the comprehensive needs assessment to create a written professional development plan thatidentifies ongoing, sustained professional development that is aligned to the Goals, Objectives and Strategies. Thespecific professional development activities must be included as Activities under the Goals section. Districtprofessional development activities that align to the school's CNA should also be included in the school-levelActivities section. Title I, Part A funded professional development in a targeted program should be focused firston Title I, Part A funded staff and secondarily, if appropriate, on other staff and individuals that work closely withTitle I, Part A students within the regular educational program if such participation will result in better addressingthe needs of the participating students.

Strategies to Increase Parental Involvement

1. It is critical that the school improvement team refers to the legislation included in the targeted school rubricas guidance while completing this section.

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

The parent coordinator will coordinate regular comminute meetings with the parents including breakfastwith the principal, math nights, literacy nights, just to name a few.The Parent Coordinator run absence reports bi-weekly and makes personal contact with parents forstudents with 4 or more absences. S/he will trouble-shoot issues impacting student attendance and connectparents with community partners as needed.The principal will work with the Parent Coordinator to implement the Parent Resource Center Computerlab. The PC will create and implement schedules, find resources to implement computer skills courses. ThePC is also tasked to contact area institutions to determine if parents can earn GEDs on computercourse work and schedule the same if able. The PC is also tasked to contact area institutions to determine ifparents can earn community college or four -year college credit on computer course work and schedule thesame if able.GEE White will wort to establish a Parent Organization work with that organization to provideadditional support to the students, teachers and other staff of GEE White.

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

2a. Design

Parents are represented on the school improvment team. As the school improvment plan is reviewed atdetermined intervals, parents give feedback regarding the program design and if it is meeting the needs ofstudents.

2b. Implementation

Parents are represented on the school improvment team. As the school improvment plan is reviewed atdetermined intervals, parents give feedback regarding the program implementation and if it is meeting theneeds of students.

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2c. Evaluation

Parents are represented on the school improvment team. As the school improvment plan is reviewed atdetermined intervals, parents give feedback regarding the program, therefore helping to evaluate theprogram.

3. Describe how the school provides individual student academic assessments results, including interpretation

of those results, in a language the parents can understand.

The school provides assessments by giving a parent report as well as meeting with parents to explain whatthe report indicates at conferences and other individual meetings.

4. All Title I schools must have a School-Parent Compact. Describe the role of parents in the development ofthe School-Parent Compact, including the most recent review and revision of content. Elementary schoolsmust also provide an assurance statement that the compact is discussed at least annually at parent-teacherconferences.

The parent involvement will be evaluated through the use of parent surveys. In addition, strategies beingemployed will be assessed and data analyzed to determine if the strategies were successful. GEE WhiteAcademy will tack the percentage of parents who attend school events geared toward parents - Orientation,Parent/Teacher conferences, Monthly parent meetings. Our goal for the 2012-2013 is to have every parentattend at least one of these events and improve the precentage of Parent/Teacher conference participate

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

Parents had been concerned about student safety and chaos inthe building prior to the 2011-2012academicyear. Overall, parents are encouraged that there isimproved discipline in common areas and thattheir students are safe. However, some parents are concerned aboutdecisions regardingdiscipline/suspensions.

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

Parents had been concerned about student safety and chaos inthe building prior to the 2011-2012 academicyear. Overall, parents are encouraged that there isimproved discipline in common areas and that theirstudents are safe. However, some parents are concerned aboutdecisions regarding discipline/suspensions.

7. Attach the School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the

District's Board Policy in the Supporting Documentation section. Attach the School-Parent Compact in theSupporting Documentation section.

Preschool Transition Strategies

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1. Describe preschool transition strategies (more than once a year visitation). If the school serves only middle

school or high school grades, the school may put a statement in the box that indicates this section is "Notapplicable due to grade levels served".

Preschool students will attend kindergarten classrooms to experience a day of kindergarten. Parents willattend classrooms of kindergartners. In addition, parents will take part in a meeting that will explain thestructure and expectations of kindergarten.

Alternative Measures of Assessment

1. Describe the process for developing, or the alternative measures of assessment used, that will provide

authentic assessment of pupils' achievements, skills, and competencies.

Students will take a MAP (Measure of Academic Progress) by the Northwest Evaluation Association(NWEA) 3 times a year (fall, winter, spring). After each testing cycle, data will be analyzed by the data teamand the remaining staff.

Coordination of Title I, Part A and Other Resources

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

Title I funds will be used with the targeted students to improve their achievement. The funds will also beused to hire personal to work directly with those students. The 31a At-risk funds will be used to help thosestudents who are the lowest of the low to increase their achievement. GEE White Academy is also a part ofthe Federal Grant for Universal Food Service. This ensures that all student receive a nutritious breakfastand lunch.

Ongoing Review of Eligible Student Progress

1. Describe the ongoing process and assessment tools utilized to monitor the progress of participating eligible

students.

The ongoing process and assessment tools utilized to monitor the progress of participating eligible studentsincludes students taking part in MAP testing by Northwest Evaluation Association 3 times a year.Concluding each testing cycle, student data will be analyzed to identify deficiencies and concepts studentshave mastered. Other assessments tools include research based software, such as Study Island and LearningAZ Suite.

2. Describe how data will be utilized to inform instruction.

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Data will be utilized by the data team leading analysis assessments. Those results will be discussed at around table with all grade level teams to determine deficient skills and those that students demonstratemastering content or having a sound knowledge base.

3. Describe how data will be utilized to evaluate and, if necessary, revise the targeted assistance program

services for students.

Data will be used to evaluate targeted assistance programs services by viewing deficient skills in coresubjects. After analyzing data a determination will be made regarding whether the academy's programaddressed deficient skills.

4. Describe how evaluation of program services will be used to plan professional development for teachers

related to identification of students and implementing student academic achievement standards in theclassroom.

Teachers will complete surveys regarding program selection and whether their needs were met. Based onthe surveys a professional development plan will be implemented to address staff feedback.

Effective Use of Technology

1. Describe the methods for effective use of technology as a way of improving learning and delivery of

services and for integration of involving technology in the curriculum.

Technology is used to improve learning through supplemental computer programs, such as Study Island andLearning AZ Suite. In addition, smart boards are used to captivate and increase student interest for lessondelivery.Teachscape is also used to gather data on teaching practices and then shared with the entire staff toimprove the teaching methods to help students to reach their potential and master the benchmarks set by thestate

Evaluation of the School Improvement Plan

1. Describe how the school annually evaluates the implementation of, and results achieved by, the SIP, using

data from the State's annual assessments and other indicators of academic achievement.

The school holds monthly School Improvement meetings to discuss the school improvement plan in placeand the effectiveness of the strategies included. When addressing the strategies included, MEAP results willalso be discussed to help determine if the strategies are being effective in addressing student achievement.

2. Describe how school and student information and progress will be shared with all stakeholders in a language

that they can understand.

.Student's information and progress will be shared with stakeholders through a board meeting and PrincipalCoffees.

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Building Level Decision-Making

1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited tothe development of the Goals, Objectives, Strategies and Activities included in the school improvementplan. School board members, school building administrators, teachers and other school employees, pupils,parents of pupils attending that school, parents of pupils receiving Title I, Part A services and other residentsof the school district shall be invited and allowed to voluntarily participate in the development, review andevaluation of the district's school improvement plans.

Members of the community, board members, parents,instructional and non-instructional staff, buildingteachers and administratorswere all invited to participate in the School Improvement Planning process.Attendees provided feedback after reviewingthe School Improvement Plan. ALLinstructional staffparticipated in the SIP and provided feedback to the SPR-90evaluation.

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AssurancesEdYES!

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

Response: Yes

Comments:

2. Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this).

If yes, please provide a link to the report on your website in the comments field (if applicable).

Response: Yes

Comments: http://detroitk12.org/schools/reports/2009-2010_annual_education_report/letters/04500.pdf

Educational Development Plan (EDP)

1. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file.

Response: Yes

Comments:

2. Our school reviews and annually updates the EDPs to ensure academic course work alignment.

Response: Yes

Comments:

Health and Safety (HSAT)

The following assurances come directly from the Healthy School Action Tool (HSAT) Assessment(http://www.mihealthtools.org/hsat), an online tool for school buildings to assess their school healthenvironments. If your school completed the HSAT in the past year, you may refer back to your report to answerthe following assurances. Responses to these assurances are necessary - whether you've completed the HSAT ornot. These assurances are designed to help school improvement teams think about conditions for learning in theirschool, specifically related to student health and safety, and develop strategies in their school improvement plan toaddress any identified needs.

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

a safe school environment.

Response: Written policy, fully implemented

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

http://www.mihealthtools.org/hsat

Comments:

2. All teachers in our school have received professional development in management techniques to create

calm, orderly classrooms.

Response: Yes

Comments:

3. Our school communicates all of our health and safety policies to students, staff, substitute teachers, parents

and visitors through the parent handbook or newsletter at least once a year.

Response: Yes

Comments:

4. Our school has used data from a student health/safety assessment at least once in the past two years to assist

in planning actions that will improve our school's environment and/or to determine the impact of changesthat we have made on student attitudes and behaviors.

Response: Yes

Comments:

5. Our school has taken action on the Michigan State Board of Education Policy on Comprehensive School

Health Education.

Response: Adopted policy, but not fully implemented

Comments:

6. All teachers who provide health education instruction received annual professional development/continuing

education specifically related to health education.

Response: Yes

Comments:

7. The health education curriculum used in our school is the Michigan Model for Health® Curriculum.

Response: Yes

Comments:

8. The health education curriculum used in our school involves student interaction with their families and their

community.

Response: Yes

Comments:

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

Education.

Response: Adopted policy, but not fully implemented

Comments:

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

physical education.

Response: Yes

Comments:

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

Response: Exemplary Physical Education Curriculum (EPEC)

Comments:

12. At least three times during the past 12 months, our school offered programs, activities or events for

families about physical activity.

Response: No

Comments:

13. Our school offers the following amount of total weekly minutes of physical education throughout the year.

Response: 59 minutes or less at elementary level, 105 minutes or less at middle/high level

Comments: Due to staffing allocation,the school has been unable to fully implement the total suggested

allocation of time for elementary and middle school students.

14. Our school has taken action on the Michigan State Board of Education Policy on Nutrition Standards.

Response: Adopted policy, fully implemented

Comments: The nutrition program standards have been adopted and implemented at the district level and,

therefore, at the school level.

15. The food service director/manager participated in professional development related to food or nutrition

during the past 12 months.

Response: Yes

Comments:

16. The food service director/manager supports/reinforces in the cafeteria what is taught in health education.

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Response: Yes

Comments:

17. During the past 12 months, our school collected information from parents to help evaluate/improve school

meals or foods offered a la carte, in concessions, school stores, vending machines, or as a part of classroomcelebrations/parties or at school events.

Response: No

Comments:

18. Our school makes a good faith effort to ensure that federally reimbursable school nutrition programs are

the main source of nutrition at school rather than vending or a la carte.

Response: Yes

Comments:

19. Our school has a health services provider or school nurse accessible to students.

Response: Yes, we have a health services provider or school nurse for every 650 students

Comments:

20. Our school has a written policy on school safety that involves parents, and broader community, in

collaborative efforts to help ensure a safe school environment.

Response: Written Policy, but not fully implemented

Comments: The plan has not yet been shared with the broader community.

21. Our school has a system in place for collecting relevant student medical information.

Response: Yes

Comments:

22. Our school has taken action on the Michigan State Board of Education Positive Behavior Support Policy.

Response: No action taken

Comments: At the present time, we are not a MiBLSi school but are aware of the initiative.

23. During the past 12 months, the school counseling staff has provided professional development to school

health staff about identification and referral of students related to violence and suicide prevention.

Response: Yes

Comments: This professional development was provided by White's onsite health clinic.

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

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

Response: Yes

Comments:

25. During the past 12 months, the school counselor/psychologist/social worker has collaborated with

appropriate school staff or community agencies to implement programs or activities related to bullying,harassment and other peer to peer aggression.

Response: Yes

Comments: After-school professional development is being provided for teachers and parents by the

Children's Hospital of Michigan. There has also been ongoing PD throughout the year on thesame subject through the same provider.

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

or perpetrators of violence.

Response: Yes

Comments: These students have been identified by the instructional staff, in cooperation with the school

counselor.

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

Response: No

Comments: Our mission statement is student achievement-centered.

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

budget for staff health promotion.

Response: No

Comments: The staff has been encouraged to participate in health programs (i.e., Detroit Race/Walk for

the Cure, onsite Weight Watchers), although there is no budget set aside specifically for thatpurpose.

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

meetings.

Response: No

Comments: Healthy food choices are provided at after-school professional development sessions. In the

staff lounge,there is a vending machine that offers juice and water.

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30. Our school has a written family involvement policy that advocates for strong connections between the

home, school and the community as a means of reducing barriers to student achievement.

Response: Written Policy, but not fully implemented

Comments:

31. Our school has a parent education program.

Response: Yes

Comments: It is one of the components of the school improvement plan, in each subject area.

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

health education in our school.

Response: No

Comments:

33. During non school hours the community has access to indoor facilities for physical activity (such as gym,

weight room, hallway for walking, pool, basketball court).

Response: Access to some indoor facilities

Comments:

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

Title First Name Last Name Position E-mailMr. Bilal Tawwab Principal [email protected]

Mrs. Regina HaywoodAssistantPrincipal

[email protected]

Alice Mckenzie Teacher [email protected] Ware SSA [email protected] Carrington Engineer [email protected]

Deanna Lynem-Jones [email protected]

Deborah Brown SSA [email protected] Love teacher [email protected] Lindsey Counselor [email protected] Billinslea SSA [email protected] Dooley Nurse [email protected] Cook Teacher [email protected] Barnes Teacher [email protected] Williams Parent [email protected]

LisaLipscomb-Jones

[email protected]

Rhonda Walker Teacher [email protected] Keyes Teacher [email protected] Hathaway Teacher [email protected] Staten Teacher [email protected] Smith Teacher [email protected] Nash Teacher [email protected] Byrd Teacher [email protected] Szymaszek Teacher [email protected] Polanski Teacher [email protected]

Robyn PorterInstructionalSpecialist

[email protected]

Felma Carter-SaulnierInstructionalSpecialist

[email protected]

Lessie Jabari Teacher [email protected] Lewis Teacher [email protected]

Mr. James Mallett Teacher [email protected]. Maurice Butler Teacher [email protected]

Ms. Dorothy CrainResourceTeacher

[email protected]

Kathryn Lappinresource

[email protected]

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teacher

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Statement of Non-Discrimination

Federal Office for Civil Rights

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

Contact Information

Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities.

Name/Position: Bilal Tawwab

Address: 5161 Charles St., Detroit, MI 48212

Telephone Number: 313 866-3595

References

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

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Supporting Documentation

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

School-Parent Involvement Plan (NOTE: This attachment was invalid and could not be included.)School-Parent Compact (NOTE: This attachment was invalid and could not be included.)

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gee white academy school improvement plan

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