Continuous School Improvement Plan EDISON HIGHedison.mpls.k12.mn.us/uploads/2015-16_edison_sip.pdfThe courses combine rigorous classroom study with hands-on real ... toward reaching

A. General InformationDistrict Identification Information

District Name: Minneapolis Public Schools Phone: 612-668-0690District Number: Special District #1Superintendent: Michael Goar Email: [email protected]

District Contact: Nicole Norton Email: [email protected] Address: 1250 W. Broadway Ave

Minneapolis, MN 55411Fax: 612-668-0685

School Identification and Contact InformationSchool Name: EDISON HIGH Phone: 612-668-1600

School Number: 352

Principal: Carla Steinbach Email: [email protected]

School Address: 700 22nd Avenue NE

Other School Contact: Max Athorn Other School Contact Email:

[email protected]

Title I Status: School wide Title I

School Designation and RatingsSchool Designation:

Multiple Measure Rating: 55.93%

Focus Rating: 35.6%

School Demographics: School Year 2015Grade Configuration: 9-12 Total Students: 756

Native American: 4 %

African American: 49 %

Asian: 10 %

Hispanic: 19 %

Caucasian: 17 %

Limited English Proficient: 24 %

Special Education: 27 %

Free/Reduced Lunch: 87 %

All Students: 100 %

Continuous School Improvement PlanEDISON HIGH

School Year 2015-2016

Draft Printed On: 10/8/2015 EDISON HIGH - DRAFT Page 1 of 26

Executive SummaryVision:

Through innovation and personal empowerment the Edison community will partner with our students, igniting a passion for lifelong learning, instilling the ideal of international mindedness, leading our students to succeed at Edison and beyond.

Mission:

All Students will graduate with the skills necessary to excel in their post secondary aspirations.

Description of School and Community:

Thomas Edison High School is an IB World School with an enrollment of over 900 students starting the 2016 school year, who come from more than 33 countries and speak over 20 different languages. We offer an environment that supports opportunities for learners at all levels. Each grade is grouped into academies and are supported in community building through daily advisory and grade team meetings. This structure fosters a cohesive community of learners who quickly discover our school's learning community to be comfortable and safe. We achieved International Baccalaureate DP authorization in 2011 and MYP authorization in 2012. In the junior and senior years students focus on their areas of interest through elective classes in the arts, humanities, technology, Spark-Y Sustainable Horticulture, International Baccalaureate, College In the Schools, and Advanced Placement. These courses provide students with the foundation needed to be prepared and successful in post-secondary options. The courses combine rigorous classroom study with hands-on real world experience. We provide push-in/collaborative courses for all our ELL and SpEd students to ensure all students have access to grade appropriate content aligned to MN standards. We help identify students who come to us behind in credits needed to graduate and keep them here at Edison through our school within a school, SHARP, to accelerate their learning without simplifying the curriculum.

Thomas Edison continues to make progress toward reaching our goals of accountability and rigor. While we are striving to improve our test scores, our commitment to families and students remains the same: to hold high expectations for all and to provide students with the tools and support needed to attain their post-secondary aspirations. Edison has citywide special education programs serving Life Skills students, students with autism, and students with Developmental and Cognitive Disabilities. Edison is the newcomer English Language Learner site for north side high schools.

We are located in the Northeast Neighborhood of Minneapolis. Northeast has become widely-known as one of the most highly desirable residential neighborhoods in the city. This is a true European style walking neighborhood with every convenience within steps. While over 40% of our students attending Edison live in our neighborhood, we also serve over 40% of students who come from the Near North and Camden neighborhoods of Minneapolis.

Overview of School Improvement Plan (this includes a summary of the goals, strategies and professional development within the plan, as well as how theschool will address the MMR/FR designation


The Thomas Edison Leadership team looks extensively at data to monitor student learning. We identified our focus by examining student work in Professional Development Process Learning Clusters (PDPLCs) and in the Instructional Leadership Team (ILT). We developed a plan focused on identified student needs and are excited about students maximizing their learning potential.

Our structure, our schedule, our approach to teaching and our approach to staff development contribute to this goal. We have used the data to determine our focus for staff development making it personally meaningful for educators and have the most impact on the learner. Based on our learning and work from ILT, PDPLCs, Team and Department meetings, as well as our Site Council, we have adopted a new schoolwide assessment policy that includes proficiency-based grading. The primary purpose of assessment in an IB World School is to support and encourage student learning through the gathering and analysis of information about student performance. Students demonstrate their academic performance at Edison by truly showing what they know. Edison asks students to apply their learning to different situations and in a variety of ways. Wherever students are in their learning, assessment at Edison allows students, families, and teachers to track progress toward learning objectives.

We provide a collaborative PDPLC model that is supported by the SOEI evaluation tool that supports teacher’s reflection and growth. The premise of PDPLC is to increase student achievement as measured by the MCA-lll. PDPLC's have an instructional lead and teachers who work together to focus on instructional strategies and implement strategies in their classrooms with the support of mentors and colleagues. Our focus is on full implementation of our new Assessment Policy - Proficiency Based Grading. The SOEI helps teachers collect a baseline of data about their planning, classroom environment and students engagement. Through this baseline of teacher reflection, teachers are able to focus on their instruction and student’s engagement to increase student by in and rigorous instruction to improve test scores. Constant review and planning ensures that Edison will always center on what is the most current and pressing need for our staff development. Monitoring of our continuous improvement efforts will occur through monthly site visits by our Associate Superintendent with the following goals:1. Coach and model instructional leadership to principal, assistant principals, instructional leads,2. Observe instruction and provide feedback to instructional leadership team, and;3. Support continuous improvement through school improvement planning, data review, accountability, and shared decision making.


School Leadership TeamStakeholders, including staff, families and community members must be represented in the school improvement planning process. This section describes in detail the process for including stakeholders and identifies those represented members who have input into the development, implementation and evaluation of the school improvement plan.

Development:

The plan is maintained by the building mentors and administration. This plan is developed with input from ILT, Site Council and district leadership.

Implementation:

The SIP is implemented through the school leadership groups: Site Council; Instructional Leadership Team; mentor team and PDPLCs. Site Council, inclusive of parents, students, staff and community members oversee the implementation and monitoring of the goals outlined in the School Improvement Plan. The professional development committee work to ensure that building resources are used to support the SIP goals. Licensed staff will implement the SIP by participating in PDPLCs and implementing strategies learned in their classes. Licensed staff will also gather data about student performance and document through their PDPLCs.

Evaluation of strategies:

Associate Superintendent and Administrative Team will conduct three reviews of the SIP and the implementation of its goals. The professional development committee manages the use of staff development funds for equitable distribution to staff. The Instructional Leadership Team builds opportunities for licensed staff to review student achievement goals for projected gains through building-wide professional development and PDPLCs. Parents and community members will have the opportunity to provide feedback on the plan and level of implementation during Title I Family Nights and during the State of the School Address.

Describe the Leadership Team’s plan for communicating the goals, strategies and professional development within the School Improvement Plan to staff and community.

After quarterly reviews of SIP, the Prinicpal will communicate with the appropriate stakeholders any concerns and adjustments that need addressing. The Instructional Leadership Team will communicate necessary information through PDPLC meetings and licensed staff will document through their PDPDPs, which are reviewed three times a year by teacher's PDP teams, administrations and mentors. Parents and community members will receive an overview of the SIP current level of implementation during Title I Family Nights and during the State of the School Address.


School Leadership Team, cont.This School Improvement Plan has been developed with the involvement of the community to be served and individuals who will carry out the plan. The planning process is used to align all major programs at your site to improve teaching and learning. The planning team assumes responsibility for planning and implementing the School Improvement plan. It should represent the diversity of the school population and include all stakeholder groups (principals, teachers, other staff, students, family and community).

Category Name Signature

Teacher Name and Grade/Subject Jim Temple, Parent (Site Council Co-Chair)

Teacher Name and Grade/Subject John Jackson, Licensed Staff/English (Site Council Co-Chair)

Teacher Name and Grade/Subject Nicole Brinza, Licensed Staff/English (Site Council Member)

Teacher Name and Grade/Subject Max Athorn, TOSA - ILT Chair

Teacher Name and Grade/Subject Christine Sanguinet, TOSA - Assessment and Data Coordinator

Teacher Name and Grade/Subject Andrew Lyman-Buttler, Licensed Staff/Science (Site Council Member)

Parent Name Tamsen Brock, Parent (Site Council Member)

Parent Name Dawn Oliver, Parent (Site Council Member)

Parent Name Marcia Thomas, Parent (Site Council Member)

Community Member Christine Levens, Community Member (Site Council Member)

Student Name Liam Davis Temple, Student Council Representative (Site Council Member)

Other Staff Name Charles Shaw, Security Staff (Site Council Member)

Other Staff Name Christie Roiz, Family and Community Liaison

Technical Assistance Provider Cecilia Saddler, Associate Superintendent

Principal Name Carla Steinbach, Principal (Site Council Member)

Date SIP is approved and signed by Team: ___________________


Higher than Statewide AYP target

Lower than Statewide AYP target

High Growth

Low Growth

Decreases the achievement gap

Contributes to the achievement gap

B. Improvement ComponentsComprehensive Needs Assessment Student Achievement DataPROFICIENCY

Group Math Reading

2013 2014 2015 2013 2014 2015

African American 17.76 12.68 26.19 33.14 42.86 33.12

All Students 33.22 28.31 36.50 43.51 56.11 38.79

Asian 65.91 59.09 47.62

Caucasian 55.77 37.50 70.37 54.35 83.93 48.61

Free/Reduced Lunch 29.10 27.05 29.57 42.12 50.46 34.12

Hispanic 36.00 20.37 48.15 36.36

Limited English Proficient 25.68 27.50 19.39 35.23 36.84 24.59

Special Education 12.07 8.89 35.90 25.51 59.52 40.00

GROWTH

Math Reading

Group 2013 2014 2015 2013 2014 2015

All Students 0.14 -0.20 0.18 -0.07 0.08 -0.33

ACHIEVE

Math Reading

Group 2013 2014 2015 2013 2014 2015

Native American -1.02 -0.52 -0.13 0.87 -0.15 0.66


Comprehensive Needs Assessment:Student Achievement Data

The MCA tests are aligned with the current academic standards. Hence, the major purpose of the MCA-II tests is to measure students’ progress towards the state academic standards in reading and mathematics. The MCA-II (including MTELL for math) results here are analyzed by grade level percent proficient and identify which grades performed above or below the district and state or above the district, but below the state. Math

Strengths:• The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s):

n/aNeeds:

• The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s):2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 20

• The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s):

n/aReading

Strengths:• The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s):

n/aNeeds:

• The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s):2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 20

• The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s):

n/a

GRAD

Group Reading

2013 2014 2015

African American 43.21 53.66 52.81

All Students 51.57 55.94 61.82

Asian 81.82

Caucasian 66.67

Free/Reduced Lunch 54.74 55.20 61.59

Hispanic 52.50 58.62 67.86

Limited English Proficient 57.45 68.18 58.82

Special Education 18.92 21.43

Met graduation target rateMet alternate graduation target rate

Did not meet graduation target rate




NWEA By GroupNWEA CALT and MAP are state-aligned computerized adaptive reading and math tests that reflect the instructional level of each student and measure growth over time. The results are analyzed by identifying continuous improvement in percent of students meeting the target growth for the last three years and by identifying students’ making a year or more growth or less than a year’s growth. The results are then disaggregated by ethnicity, programs and grade levels. Math

Strengths:• Improvement in the percent of students meeting the target growth for the last three years was noted for groups

n/a• Groups in where at least 60% of the students made one year’s growth (fall to fall or fall to spring)

n/aOR the highest subgroup in the 50-59% growth range

n/aNeeds:

• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups:

n/a• Groups in School Year where less than 50% of the students made one year’s growth were

n/aand the group with the smallest percentage was

n/aOR group in School Year in the 50-59% growth range with the least amount of growth was

n/a

ReadingStrengths:

• Improvement in the percent of students meeting the target growth for the last three years was noted for groups :n/a

• Groups in School Year where at least 60% of the students made one year’s growth (fall to fall or fall to spring)n/a

OR the highest subgroup in the 50-59% growth rangen/a

Needs:• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups

n/a• Groups in school year where less than 50% of students made one year’s growth were

African American, All Students, Free/Reduced Lunchand the group with the smallest percentage was

n/aOR the group in school year in the 50-59% growth range with the least amount of growth was

n/a


NWEA By GradeMath

Strengths:• Improvement in the percent of students meeting the target growth for the last three years was noted for groups

n/a• Grades in 2015 where at least 60% of the students made one year’s growth (fall to fall or fall to spring)

n/aOR the highest grade in the 50-59% growth range

n/aNeeds:

• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups:

n/a• Grades in 2015 where less than 50% of the students made one year’s growth were

n/aand the grade with the smallest percentage was

n/aOR the grade in 2015 in the 50-59% growth range with the least amount of growth was

n/a

ReadingStrengths:

• Improvement in the percent of students meeting the target growth for the last three years was noted for groups :n/a

• Grades in 2015 where at least 60% of the students made one year’s growth (fall to fall or fall to spring)n/a

OR the highest grade in the 50-59% growth rangen/a

Needs:• No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups

9th• Grades in 2015 where less than 50% of students made one year’s growth were

9th, All Gradesand the grade with the smallest percentage was

9th, All GradesOR the grade in 2015 in the 50-59% growth range with the least amount of growth was

n/a



PLANThe percent “College Ready” is defined as the percent of students meeting or exceeding the ACT College Readiness benchmarks: English = 15, Math = 19, Reading = 17, Science = 21. The school and district percent college ready information was calculated for all students who had a score in any particular subtest. The district average includes special sites and alternative schools, if applicable. The national percent college ready figures are based on the Fall 2005 norming sample (the percent college ready for the norm group is calculated only on students with a score on all 4 subtests and excludes students who had extended time). Strengths were determined by analyzing which groups performed at or above the national norm group in terms of percent college ready and which groups have shown continuous improvement in the percent of students college ready over the last three years. Needs were determined by analyzing which groups performed the lowest relative to the national norm group and which groups have shown no improvement in the percent of students college ready over the last three years. Strengths:

• For the most recent year tested 2016, the group(s) performing at or above the national norm average is/aren/a on Englishn/a on Mathn/a on Readingn/a on Science

• The percent of students who are college ready has shown continuous improvement for the last 3 years for the following groups:

n/a on English Asian, All Students on Mathn/a on Reading All Students on Science

Needs:• For the most recent year tested 2016, the group(s) performing the lowest relative to the national norm average is/are

n/a on Englishn/a on Mathn/a on Readingn/a on Science

• The percent of students who are college ready has shown no improvement for the last 3 years for the following groups: Limited English Proficient, Special Education

on English

n/a on Math Special Education on Readingn/a on Science



RIGORRigorous courses include all kids who enrolled in and passed at least one Advanced Placement (AP), International Baccalaureate (IB), College in the Schools (CIS), advanced level Career and Technical Ed (CTE), or advanced (level 3 or higher) World Language (WL) course. Statements identify a reduction or increase on the representative gap from 2015 to 2016 and continuous improvement in percent of students enrolled in rigorous courses for the last three years. * The gap for each group is determined by subtracting their percentage of students in rigorous courses from their percentage in the overall school population.Strengths:

• Continuous improvement on the % of students enrolled in rigorous courses for the last 3 years was noted for groupsn/a

and the group(s) with the highest % of student enrolled in 2016 Asian

• Reduction on the representative gap from 2015 to 2016 was noted for groupsn/a

Needs:• No improvement on the % of students enrolled in rigorous courses for the last 3 years was noted for groups

Native American, Hispanic, Caucasian, Limited English Proficient, Free/Reduced Lunch, All Studentsand the group(s) with the lowest % of student enrolled in 2016

Native American, Hispanic• Increase in the representative gap from 2015 to 2016 was noted for groups

n/aand the group(s) with the largest representative gap in 2016 was

n/a

Comprehensive Needs Assessment:Climate Data

95% or Higher AttendanceMinneapolis Public Schools recognizes that daily attendance is critical to academic achievement and therefore expects every student to attend school and class on time every day. Ninety-five percent attendance has been set as the minimum standard, as stated in the MPS school board policy. The statements reflect the continuous improvement in percent of students in each group who attended 95% of the time for the last two years, as well as any groups that have eighty percent or more of students attending 95% of the time. Strengths:

• There was an increase in the percentage of students attending school 95% of the time from 2014 to 2015 noted for group(s):

Native American, African American, Hispanic, Limited English Proficient, All Students• In 2015, 95% attendance was noted for eighty percent or more of students in group(s):

n/aNeeds:

• There was no increase noted in the percentage of students attending school 95% of the time from 2014 to 2015 for group(s):

Asian, Caucasian, Special Education, Free/Reduced Lunch


SuspensionSuspensions reflect loss of instructional time resulting from in-school suspensions, out-of-school suspensions and removals. Total suspensions are displayed as the combined total of all actual suspensions. The statements reflect a reduction or no reduction in total suspensions across two years for each of the subgroups.Strengths in the area of removal from instruction due to behavior:

• There was a reduction in the total number of suspensions from 2014 to 2015 noted for group(s): African American, Asian, Hispanic, Caucasian, Limited English Proficient, Special Education, Free/Reduced Lunch, All Students

Needs in the area of removal from instruction due to behavior: • No reduction in the number of total suspensions for the last two years was noted for groups:

Native American


Comprehensive Needs Assessment:Summary Analysis

The Data Summary Analysis synthesizes the findings from the Comprehensive Needs Assessments and identifies how students are performing across multiple data sources. It enables schools to identify common strengths and needs, and to determine priority focus areas for improvement. Summary Analysis/ Relevant FindingsWhat are some common strengths and common areas of need from the multiple data sources? Describe the relationships between the above data sources. Be sure to address the educationally disadvantaged and typically underserved student populations. In the 2014-15 school year, the STRENGTHS at Edison are as follows: • CLIMATE: Due to our concentrated efforts around building a positive schoolwide climate and emphasizing a culturally responsive culture, we saw a significant decrease in suspensions and referrals over last year. We decreased overall referrals from 2,727 in 2014 to 2,126 in 2015. And a decrease from our African American students overall referrals by 7% over last year. Total Suspensions decreased from 297 in 2014 to 235 in 2015. We are better tracking our removal from class process and so the number increased over the previous year. However, it translated into students returning to class successfully without missing significant learning time.• GRADUATION: While Graduation Rate has yet to be calculated, by our numbers, 75% of Edison seniors graduated in 2015 compared to 61% in 2013. • ACT: While our ACT scores didn’t improve over all from last year, participation in the ACT did. We had 95% of eligible Juniors take the ACT + Writing in the Spring. We also had our last year’s Sophomores take a “retired” ACT found that cohort already 36% of current Juniors meeting ACT college readiness benchmarks. Our last year’s freshman, now our Sophomores, took a “retired PLAN” in the Fall and again in the Spring of last year. 29 (17%) OF STUDENTS REGRESSED (OVERALL POINTS DECREASED); 36 (21%) OF STUDENTS STAYED THE SAME (OVERALL POINTS EXACTLY THE SAME FOR BOTH FALL AND SPRING); 89 (52%) OF STUDENTS INCREASED THEIR FALL TO SPRING COMPOSITE SCORE (BETWEEN 1-9 POINTS); 16 (9%) OF STUDENTS INCREASED THEIR FALL TO SPRING COMPOSITE SCORE BY 10 OR MORE POINTS• PLC: We have prioritized team work and built leadership capacity across the entire staff. Over the course of the last six years, our internal leadership structure has evolved from a small team of TAP mentors to a large instructional leadership team including representatives from each department, content specialists, coordinators (EL, SpEd, Data) and non-licensed support staff. These members led PLCs and departmental meetings throughout the year, ensuring reciprocal accountability, consistent message, and continued development of a healthy culture and climate between all staff and the leadership team. • ATTENDANCE: Edison’s percentage of A-level attenders stayed basically the same (38% in 2013 to 46% in 2014 and 47% in 2015) with the largest increases for our Native American students (15% in 2014 to 24% in 2015) and our ELL students (42% in 2014 to 66% in 2015). We continue to build on our work with Dr. Mohammed and Sharroky Hollie in our building-wide professional development to continue in transforming school culture focusing on the following three areas for development: Address cultural responsiveness; create avenues where teachers and staff can express their concerns, give input, and share feedback; and address the division between teachers, administration, and support staff. • RIGOROUS COURSEWORK: While our overall participation in rigorous coursework decreased from last year, we had a slight increase in African American students enrolled in IB courses (48% in 2014 to 51% in 2015). We set a goal for 40% of our students scoring at least one 4 or higher on the IB exam at 40% and we ended with 41%.

AREAS FOR GROWTH: Edison continues to monitor the progress for our students of color and our growing multi-lingual population. While the number of students of color has decreased by 3% over the last year, we aren’t seeing the academic gains we continue to work toward, especially for our African American students and our Special Ed students not enrolled in Citywide programming. • GAP CLOSURE: Our students of color, especially our African American students aren’t gaining ground in Math scores compared to our Caucasian and Asian American students.


Based on the data analysis/synthesis of the above measures, the priority needs/focus areas for our school are: Area Priority Needs/Where We Need to Focus – Up to 3 priorities per area Student Achievement 1. Increase in percent proficient in math and reading, especially for our African American students

2. Increase the percent of students of color in IB/CIS courses3.

Climate 1. Decrease the rates of suspensions and referrals for all students2. Decrease the rates of suspensions and referrals for African American students3.

Professional Practices 1. Continue to monitor and adjust our practice through PDPLCs by looking at student work/data, identify and prioritize student needs, set SMART goals, and select, monitor, and evaluate strategies

2. Continue to implement and monitor our action steps to address school culture and climate3.

School Improvement GoalsBased on the priority needs for our school, the goals are:Reading Smart Goal(s):The percent of all students who earn an achievement level of Meets the Standards or Exceeds the Standards on the Reading MCA at EDISON HIGH will increase from 28.8% (based on current enrollment) to 33.8% in 2016, to 38.8% in 2017, to 43.8% in 2018. The percent of students who earn an achievement level of non-proficient and demonstrate high growth on the Reading MCA at EDISON HIGH will increase from 14.4% (based on current enrollment) to 22.4% in 2016, to 30.4% in 2017, to 38.4% in 2018.Additional Reading SMART Goals(s)

Professional Development Strategies to Support Reading Goal(s)

Success Criteria to Evaluate Effectiveness of Professional Development Strategies

Continuous effort to build instruction that aligns with the IB Middle Years Programme, increasing student-centered instruction and inquiry-based learning in daily work. Provide training and support in implementing writing and vocabulary strategies across the content areas. Provide training and support in the use of Illuminate and MyMPS, the MPS portal to student information, achievement data, and data for monitoring progress in Reading. Provide training in Culturally and Linguistically Responsive teaching and learning to meet the needs of all students. Provide support in implementing the new Edison Assessment Policy ensuring alignment to MN state standards and MPS initiatives, as well as building leader and staff capacity in using formative assessments to improve teaching practice and student outcomes. Utilizing inclusive practices to strengthen our core instruction by providing collaborative courses through co-teaching to ensure we support the diverse needs of our Special Ed, ELL, and advanced learners in all our classrooms. Provide external professional development opportunities for AVID program.

Effectiveness of PD Strategies in meeting student needs is monitored in PDPLC quarterly. Each quarter, the data team sets SMART goals based on analysis of student work resulting from MYP/DP, and 11th and 12th grade curriculum. The SMART goals that the data team sets based on student needs serve as the success criteria for evaluating the effectiveness of PD strategies. PDPLCs report progress to ILT, which monitors progress toward the schoolwide goals, and provides support to the PDPLCs. In addition, ILT uses a staff survey in measuring effectiveness of PD.

Family Involvement Strategies to Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies


1. Edison will offer grade specific parent orientation meetings in September 2014. 2. Increase parent/guardian participation in CPEO (October-December). 3. Edison will offer parent meetings throughout the school year at school. Support staff/parent volunteers will be utilized to reach out to all parents. 4. Increase the number of parent/guardian attendance at parent/teacher conferences. 5. Reading strategies, test taking tips, and practice problems will be posted on the Edison website and published in quarterly newsletter.

1. Number of parents who participate/attend CPEO, parent/teacher conferences, parent meetings, etc. 2. Parent feedback surveys will be conducted at the end of parent meetings.

Extended Learning Opportunities that Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities

1. After school credit make-up (ALC). 2. School Within A School (SHARP) to support credit make up. 3. Tutors during and after school. 4. Implementation of a building-wide advisory program where students have a regularly scheduled period of choice within the school day to get caught up in class work and make individual tutoring appointments with teachers.

1. Increased passing rates of identified students who participate in ALC. 2. Data collection of academic advisory time use. 3. Interim grade reports; grade-trackers; advisory logs

Math SMART Goal(s):The percent of all students who earn an achievement level of Meets the Standards or Exceeds the Standards on the Math MCA at EDISON HIGH will increase from 25.9% (based on current enrollment) to 30.9% in 2016, to 35.9% in 2017, to 40.9% in 2018. The percent of students who earn an achievement level of non-proficient and demonstrate high growth on the Math MCA at EDISON HIGH will increase from 16% (based on current enrollment) to 24% in 2016, to 32% in 2017, to 40% in 2018.Additional Math SMART Goal(s):

Professional Development Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Professional Development Strategies

Continuous effort to build instruction that aligns with the IB Middle Years Programme, increasing student-centered instruction and inquiry-based learning in daily work. Provide training and support in implementing writing and vocabulary strategies across the content areas. Provide training and support in the use of Illuminate and MyMPS, the MPS portal to student information, achievement data, and data for monitoring progress in Reading. Provide training in Culturally and Linguistically Responsive teaching and learning to meet the needs of all students. Provide support in implementing the new Edison Assessment Policy ensuring alignment to MN state standards and MPS initiatives, as well as building leader and staff capacity in using formative assessments to improve teaching practice and student outcomes. Utilizing inclusive practices to strengthen our core instruction by providing collaborative courses through co-teaching to ensure we support the diverse needs of our Special Ed, ELL, and advanced learners in all our classrooms. Provide external professional development opportunities for AVID program.

Effectiveness of PD Strategies in meeting student needs is monitored in PDPLC quarterly. Each quarter, the data team sets SMART goals based on analysis of student work resulting from MYP/DP, Focused Instruction and 11th and 12th grade curriculum. The SMART goals that the data team sets based on student needs serve as the success criteria for evaluating the effectiveness of PD strategies. PDPLCs report progress to ILT, which monitors progress toward the schoolwide goals, and provides support to the PDPLCs. In addition, ILT uses a staff survey in measuring effectiveness of PD.

Family Involvement Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies


1. Edison will offer grade specific parent orientation meetings in September 2014. 2. Increase parent/guardian participation in CPEO (October-December). 3. Edison will offer parent meetings throughout the school year at school. Support staff/parent volunteers will be utilized to reach out to all parents. 4. Increase the number of parent/guardian attendance at parent/teacher conferences. 5. Reading strategies, test taking tips, and practice problems will be posted on the Edison website and published in quarterly newsletter.

1. Number of parents who participate/attend CPEO, parent/teacher conferences, parent meetings, etc. 2. Parent feedback surveys will be conducted at the end of parent meetings.

Extended Learning Opportunities that Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities

1. After school credit make-up (ALC). 2. School Within A School (SHARP) to support credit make up. 3. Tutors during and after school. 4. Implementation of a building-wide advisory program where students have a regularly scheduled period of choice within the school day to get caught up in class work and make individual tutoring appointments with teachers.

1. Increased passing rates of identified students who participate in ALC. 2. Data collection of academic advisory time use. 3. Interim grade reports; grade-trackers; advisory logs

Climate SMART Goal(s):SUSPENSION: Decrease the total suspensions from 247 in 2015 to 223 in 2016 SUSPENSION GAP: Decrease the ethnic suspension gap for African American students by 5-10%, from 83% in 2015 to 77% in 2015. REFERRALS: The number of ALL STUDENTS who are referred at EDISON HIGH will decrease by 15% from the 1651 in 2015 to 1500 in 2016. ATTENDANCE: The percentage of ALL STUDENTS at Edison High will increase attendance in the 95% or higher "A" category from 47% in 2015 to 57% in 2016 GRADUATION: The percentage of ALL SENIORS at Edison High with a four-year graduation rate will increase from 62% in 2014 by 10% to 75% in 2015 and 85% in 2016Additional Climate Goal(s):

Professional Development Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Professional Development Strategies

We believe that our staff climate directly impacts our student climate. We continue to build on the completed professional development and a staff culture audit done with Dr. Anthony Mohammed during the 2012-13 school year. Three things recommended that would help us get the most movement in our climate: 1. Address our cultural responsiveness, 2. Find avenues that teachers and staff could express their concerns, give input and feedback more fluidly, 3. Address the division between teachers, administration, and staff. Our professional development will focus on addressing cultural responsiveness through whole group professional development and PDPLCs.We have developed our PD plan for the school year around this work, as well as the strategies learned at the summer institute. This, along with our daily advisory and the PD provided by the Office of Black Male Achievement throughout the year will help us to continue on our great work in decreasing the number of suspensions/referrals, as well as enhance our cultural understanding for all the students and families we serve. We have also revised and updated our school and classroom engagement plans based on the learning from this summer's PSWE institute. Our plans further support teachers and staff in monitoring classroom engagement plans, developing alternatives to suspension, and strengthening our already successful restorative practices.

Staff surveys about Principal effectiveness and school culture Teacher/Parent/Student Surveys 5-Essential Survey results. Suspension and referral data--disaggregated by student groups monitored and reported out to staff and families on a weekly basis.

Family Involvement Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies


1. Edison will offer grade specific parent orientation meetings in September 2014. 2. Increase parent/guardian participation in CPEO (October-December). 3. Edison offers parent meetings throughout the school year at school. These parent meetings will be culturally specific/language specific. Support staff/parent volunteers will be utilized to reach out to all parents. 4. Use Facebook, Twitter, and other district social media platforms to publicize conferences, concerts, performances and other family events. 5. Attendance information will be posted on Edison website and published in quarterly newsletter. 6. Publicize regular meetings of the Tommie Boosters (parent group). 7. Building ties between parents and the school. Parents are required to be involved in the registration process of their student. Parents meet with family liaison, social worker, counselor and/or support staff. Parents are given important school information, are connected with school staff that will support their student, and strongly encouraged to stay involved in their student's education. 8. Readmission process with deans: Parents are required to accompany students back to school after suspension. The purpose of the meeting is to discuss the reason for the suspension and plan accordingly. Deans go over attendance, behavior, and academics.

Suspension and referral data--disaggregated by student groups monitored and reported out to staff and families on a weekly basis.

1. Decrease the number of students suspended. 2. Increase the number of students who attend school 95% of the time. 3. Increase the number of students who graduate.

Building Climate:School-wide expectations provide the foundation for all positive school-wide behavior systems. These school-wide expectations are applied in all areas of the school- classroom & non-classroom settings and at all times-before, after and during the school day. What are your school-wide rules and expectations? How do you teach, practice and reinforce these expectations in your school?

One component of a positive school-wide behavior system includes proactive teaching of social skills to students. Is Social Emotional Learning embedded into regular academic plans? How? Are you using a specific curriculum?

Our school-wide rules and expectations are published in the student handbook (available online); taught in full class assemblies and in advisory; and reinforced during the student advisory period.

Yes. We use the IB Learner Profile to teach social skills to students across the building. The learner profile also guides targeted social skills instruction to the High School foundations courses, and proactive coaching of other procedural/policy issues during advisory.

Assessment is a vital first step in making improvements in school climate; using data to guide actions provides the foundation for effective change. Does your school have a team that reviews school climate? What data do they review and how often? How is this team connected to the work of your PLC?Edison has a Safety and Security Team as well as a Site Emergency Team, that closely monitors school climate. The Safety and Security Team, with the leadership of the assistant principals and Deans, regularly review suspension and referral data and report pertinent findings to ILT.

Schoolwide Reform Strategies:Action Plan


Schoolwide reform strategies are selected to strengthen the core academic program, increase the amount and quality of learning time, address the needs of historically underserved populations and provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement. The action plans describe in detail how the school plans to implement and monitor the effectiveness of the reform strategies.

Strategy

Teachers will work toward full implementation of Proficiency-based grading (PBG) across all content areas to:1. Isolate essential standards and desired student outcomes, with mindful inclusion of student who receive Special Education and English Language Learner services.2. Professional development and collaboration in PDPLC to improve instructional strategies to support all students in achievement of proficiency of essential standards.3. Targeted test preparation in MCA, ACT, and IB (according to grade-level) to prepare students for standardized assessments that determine student access to college and career opportunities after high school.

Research and Rationale

The primary purpose of assessment in an IB World School is to support and encourage student learning through the gathering and analysis of information about student performance. Formative assessment, which is continuous, informs teachers about student learning and shapes and directs teaching and learning in the classroom. Summative assessment generally occurs at the end of a teaching unit, and while supporting student learning, is also used to determine achievement levels of individual students. Grading is used to communicate student achievement to students, families, and post-secondary institutions.Students demonstrate their academic performance at Thomas Edison High School by truly showing what they know. Edison asks students to apply their learning to different situations and in a variety of ways. Wherever students are in their learning, assessment at Edison allows students, families, and teachers to track their progress toward learning objectives. Students can show learning through writing, speaking, creating, and performing.

This strategy supports:

Reading Goal(s): X Math Goal(s): X Climate Goal(s): X Graduation Goal(s): XAction Plan

Start Date: Action Step

8/24/2015 All teachers participate in the IB self-study (MYP and DP)

Success Criteria

Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint

MYP Assessments for moderation and Rubrics in Action

8/24/2015 MYP Assessments for moderation and Rubrics in Action

12/14/2015 MYP Assessments for moderation and Rubrics in Action

6/6/2016

Personnel Required Resources

IB Coordinators

Implementation Notes



8/24/2015 Provide monthly PD for all teachers & support staff in:- Strategies for proficiency-based assessment.- Strategies for Coaching up kids- Strategies for differentiation for all students and purposeful re-teaching.

Success Criteria


Exit Slips; SOEI; Teacher Sharing Student Work

10/1/2015 Exit Slips; SOEI; Teacher Sharing Student Work

4/4/2016 Exit Slips; SOEI; Teacher Sharing Student Work

4/4/2016


Administration



8/24/2015 PDPLC leads use an action cycle:- refine assessments and respond to student needs.- Implement progress monitoring in all classes, paired with regular teacher feedback.- New PDPLC leads receive support in facilitation of PDPLC and action cycle

Success Criteria


Multiple collections of classroom data to demonstrate growth on course objectives; PDPLC Notes

10/1/2015 Multiple collections of classroom data to demonstrate growth on course objectives; PDPLC Notes

4/4/2016 Multiple collections of classroom data to demonstrate growth on course objectives; PDPLC Notes

4/4/2016


PDPLC Coordinators; ILT; Administration; SOEI Observers



8/24/2015 Use advisory to support building-wide implementation through:

- Explicit instruction of assessment policy

- Coaching up kids to be resilient and make multiple attempts to show mastery

- Monitor student grades

Success Criteria


Accurate and timely grade entry

10/1/2015 Accurate and timely grade entry

4/4/2016 Accurate and timely grade entry

4/4/2016


Ann England, Administration, Deans; Counselors on a weekly basis.



Strategy

Through schoolwide culturally responsive positive engagement strategies and restorative practice we will increase effective instructional time for students.

Research and Rationale

School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed forall children in a school to achieve both social and academic success. Keeping students engaged in, and attending school can be achallenge particularly for vulnerable students. However, research on school attendance consistently shows that low absenteeism iscorrelated to students' positive school behavior, participation in extracurricular activities, higher grades, and better long termeducational outcomes. ( Bureau of School Attendance) Cohen, R., Kincaid, D., and Childs, K. (in press). Measuring school-widepositive behavior support implementation: Development and validation of the "Benchmarks of Quality." Journal of PositiveBehavior Interventions Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004).Validity of office discipline referralmeasures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of PositiveBehavioral Interventions 6, 131-147.

This strategy supports:

Reading Goal(s): Math Goal(s): Climate Goal(s): X Graduation Goal(s): XAction Plan


6/17/2015 Support staff through professional development-Culturally and linguistically Responsive Teaching and Learning (from Dr. Hollie)-Collaborating with MPS Office of Black Male Achievement PD

Success Criteria


Implementation in classroomsFeedback from teachers/staffStrategies implemented in the classroom and through instruction

10/1/2015 Implementation in classroomsFeedback from teachers/staffStrategies implemented in the classroom and through instruction

4/4/2016 Implementation in classroomsFeedback from teachers/staffStrategies implemented in the classroom and through instruction

4/4/2016


Administration and mentors PD during and after school after each training from OBMA and Dr. Hollie



8/24/2015 Schoolwide implementation of "At the Door strategy" to address student conduct immediately without loss of instructional time.

Success Criteria


Support teachers in learning the new option at beginning week staff training

8/17/2015 Decrease in referrals based data reported out from Principal update and Quarterly ILT mtgs

1/4/2016 Continued decrease in referrals and increase in class engaged time

1/4/2016


Deans and AP Rathke Continued PD around how to utilize the "at the door"




8/17/2015 Regular convening of Equity and Positive Schoolwide Engagement groups to continue focus on equity and engagement from summer workshops

Success Criteria


Conversation about equity, information brought to staff, data reviews to refine practice

10/1/2015 Conversation about equity, information brought to staff, data reviews to refine practice

4/4/2016 Conversation about equity, information brought to staff, data reviews to refine practice

4/4/2016


Mike Miller/Erin Rathke Time to meet before/during/after school



8/24/2015 Engage students to "Belong.Believe.Become" at Edison through student activities and events; Develop Edison Student Leadership Group

Success Criteria


Review data with students and refine practice and implement student led strategies

10/1/2015 Review data with students and refine practice and implement student led strategies

4/4/2016 Review data with students and refine practice and implement student led strategies

4/4/2016


Umar Rashid/Erin Rathke; ILT; Athletics/Activities Coordinators

Time to teach students how to look at data and time to meet


Involving Beacons, Achieve, Office of Black Male Achievement


8/24/2015 Introduce new students to the Edison Community through a structured on-boarding process

Success Criteria


Developing a system and creating strategies to successfully onboard new students

10/1/2015 Implement strategies to onboard new students

4/4/2016 Implement strategies to onboard new students

4/4/2016


Kyle Resler, AVID LeadUmar Rashid, Lead DeanDenise Clarke, PAR MentorErin Rathke, APCynthia Shaffner, ELCounseling DepartmentRegistration Team

Time




8/24/2015 Developing Tommie Talk videos: 2 minute videos with strategy ideas for SWE

Success Criteria


Developing of Tommie Talk videos (and aligned to the PD calendar); upload to share drive for staff to watch at any time.

8/26/2015 Number of times videos are watched; seeing evidence of strategies in the classroom during learning walks and SOEI

4/4/2016 Number of times videos are watched; seeing evidence of strategies in the classroom during learning walks and SOEI

4/4/2016


AP Rathke



9/21/2015 Professional Development support provided by Yvette Jackson and targeted directly to all ESP staff provided

Success Criteria


Implement strategies from PD in the classroom and in restorative circles

9/28/2015 Monitor the success of strategies and analyze their impact on student success

6/6/2016 Revise and add to any strategies for the coming year

6/6/2016


AP Rathke



Title I RequirementsCoordination and integration of federal, state and local resources: Each school receives its budget from the General Fund, Compensatory Education, Title I, LEP and Special Education at the same time to support integrated planning. Schools develop a budget that is based on the District’s Academic Agenda and the individual school’s improvement plan. Instruction by Highly Qualified Staff:All paraprofessionals in MPS are Highly Qualified. MPS has a plan in place to assure that teachers are both licensed and meet the NCLB definition of “highly qualified” in the subject areas that they teach. Every teacher who does not meet the NCLB definition of “highly qualified” has been contacted by the MPS Human Resources Department and has received assistance in developing a plan to become highly qualified. All teachers at this school are highly qualified Yes X No

Title I RequirementsCoordination and integration of federal, state and local resources: Each school receives its budget from the General Fund, Compensatory Education, Title I, LEP and Special Education at the same time to support integrated planning. Schools develop a budget that is based on the District’s Academic Agenda and the individual school’s improvement plan. Instruction by Highly Qualified Staff:All paraprofessionals in MPS are Highly Qualified. MPS has a plan in place to assure that teachers are both licensed and meet the NCLB definition of “highly qualified” in the subject areas that they teach. Every teacher who does not meet the NCLB definition of “highly qualified” has been contacted by the MPS Human Resources Department and has received assistance in developing a plan to become highly qualified. All teachers at this school are highly qualified Yes X No

Highly Qualified Teachers to High Needs Schools:Recruiting and hiring teachers is managed at the district level. A school team comprised of the principal and other licensed staff, interview staff for open positions at the school. These interviews provide an opportunity for the school team to discuss school priorities with the applicants.Teacher Turnover Rate: Average Experience Level of Teaching Staff: Strategies for transition; preschool / early childhood to kindergarten, elementary to middle, middle to HS:1. Does the district or school offer early learning programming (Pre-K)? If so, please describe the program.Yes: MPS offers early childhood education programming through its High Five Programs and a Three School program. High Five is a preschool program for Minneapolis children who turn four by September 1st, will start kindergarten the following fall, and live in Minneapolis. Three School is a half day preschool program for children who turn three by September 1st. The District offers 44 sections of ½ day programming and 4 sections of full day High Five and 1 section of Three School. Each High Five and Three School child has an Individual Learning Plan created by the family and the teacher designed to meet each child’s stage of development and learning style. Teachers use a whole-child approach and work on language, literacy, numeracy, movement, social, and emotional development. Instructional supplies for High Five and Three School are provided. MPS uses both Title 1 and Minnesota School Readiness funds to provide High Five at every school with 50% or more free/ reduced priced meal eligibility. Children who qualify for free/reduced meals are given priority in the registration process. In addition, children who are identified through Early Childhood Screening as being at risk for school failure are given priority entrance into the program. We serve over 960 preschoolers annually through these programs.2. Describe the collaborations and strategies that are evident between the elementary school and feeder early learning programs (e.g. Head Start, community-based programs, school readiness) to transition early learning students, especially those considered “at-risk”?Minneapolis Public Schools (MPS) has a long history of collaboration with community early childhood partners and of implementing shared strategies with early learning feeder programs to support positive transitions in kindergarten. These activities include the following:

Teacher Name Grade(s)* Subject Plan When

ROTH, ANTHONY C 9-12 or any combination

FRENCH HOUSSE End of 2013-2014 school year

*Grade(s) is/are based on the value assigned in the STAR Manual


· Early Childhood Screening collaborates extensively with HeadStart and other community agencies and providers· Kindergarten registration information to parents at screening, online, shelters, medical clinics, and other community

locations and events· School Tours· School Information Fair· Kindergarten registration day support· IEP Transition meetings provided to ECSE families over summer. ECSE teachers also attends IEP meetings at child’s

new school· Parent Resource Connections through the Multilingual Department (MLL)· MLL Early Childhood Parent Workshops· Joint HeadStart and MPS Transition to Kindergarten Committee· Back Pack Presentations at HeadStart sites: McKnight, Fraser, Glendale, Northeast & Park Place· Parent Resource Fair· Teacher Summit· Kindergarten Tours at Green, Loring , Bryn Mawr, Waite Park & Pratt· MPS New Family Center staff visits preschool sites: Joyce, CCC, St. Johns, ECFE housed sites, and Centro· Early Childhood sessions of Connecting Parents to Educational Opportunities (CPEO)· School Readiness contracts with community partners· MPS Early Childhood Education invite community partners to participate MPS Early Childhood training opportunities· High Five Teachers track and follow up on school request cards· Partner with Northside Achievement Zone and Minneapolis Youth Coordinating Board to improve services and

transition to kindergarten for families entering MPS3. Describe how the collaboration with early learning providers in the implementation of the District K-3 Literacy Plan and the B-12 Blueprint for Literacy plan aligns the feeder early learning program to the elementary school reading achievement.The MPS PK-3 Literacy plan is in the process of being rewritten with a target date for completion end of July 2013. This is being rewritten to reflect the Pk-3 alignment in curriculum, assessment and professional development that is happening within the District and with key community partners. Over the past 18 months, MPS has worked on developing and introducing Focused Instruction. Focused Instruction is one of MPS' key strategies for raising the achievement of all students, closing the achievement gap and preparing students for college and careers. Put simply, Focused Instruction is about making sure that learning expectations are consistent and high across MPS. It also helps ensure that teachers have the materials, training and time they need to provide all children with rigorous learning opportunities. Curriculum guides have been developed for four year olds programs, kindergarten, first and third grade. The guides for second grade will be completed in the 2013-2014 school year. Professional development has been planned to ensure teachers and principals have a deep understanding of how to utilize the guides to maximize student learning. Online resources are being developed to increase teacher utilization and to provide parents and community partners with clear information about MPS expectations, curriculum, assessments and learning targets. These are shared with community early childhood providers with the goal of increasing alignment and ensuring smooth effective transitions into kindergarten.In addition, specific activities undertaken that align MPS PreK to k-3 are as follows:

· The MPS ECE Master Teachers regularly meet with literacy team, Pre-K - 5 Literacy RTI team, and McKnight Literacy groups to ensure alignment in the work.

· Pre-K is one of the key steps delineated in the district's literacy plan as well as the MPS Academic plan.· High Five programs are located in MPS elementary schools and serve primarily targeted populations. Programming is

intentionally focused on eliminating disparities in student achievement.· Both Pre-K and K-3 utilize Minnesota Reading Corps Members and strategies in the classrooms to improve student

literacy skills· MPS Early Childhood Education and K-3 Literacy TOSA’s provide ongoing professional development and support to

HeadStart and Way-To-Grow around early literacy, focus on kindergarten and first grade standards and how to prepare students, how to help families support learning at school.

· MPS provide information and support on a monthly to other community partners through our Early Childhood Family Education program.

To support students’ transition between the elementary and middle schools, open houses are hosted at many middle schools to orient elementary school parents and students to middle school programs and to inform their school choices. Middle school counselors then visit elementary schools each spring to assist students with academic planning. As students enter middle school in the fall, schools utilize their advisory programs to orient students to school policies and procedures. Advisory program’s curriculums continue to support successful student transitions throughout the year through academic support, character education, student advocacy, service learning, and community building.Students transitioning from middle schools to high schools are supported through specific transition and orientation activities as well as ongoing academic planning throughout the middle and high school years. Middle school students complete yearly planning activities that continue into high school with counselors via the My Life Plan. My Life Plan supports a continuous connection for students between academics in schools and their post-graduation plans. In addition, eighth-grade students participate in the Camp


Schoolwide Title IAll schools receiving Title I funds must write a schoolwide improvement plan that adheres to federal requirements as stated in Public Law 107-110, the No Child Left Behind Act of 2001. The following sections address each of the ten required components, not already addressed in the plan. Strategies for effective and timely assistance for low achieving students: How does the school ensure instruction is standards-based and that all students have equal access to instruction that meets MN standards?If you are a Priority, Focus or Continuous Improvement school, please describe how you use an amount equivalent to 20% of your Title I allocation for improvement activities that directly support students not meeting academic standards

We provide push-in and collaborative classes for all our EL and SpEd students in a collaborative teaching model to ensure that all students have access to grade-level MN standards.

Students who are struggling 9-12 grades in math or reading are placed in literacy and math interventions, including math support classes. Standardized assessment data, teacher recommendation, and course grades are used to place students in these classes. Students who enter 9th grade are often struggling and need additional time spent in support classes in order to boost achievement. 9th and 10th grade academies spend a considerable amount of time reviewing state assessment and district attendance data for the students on their team. When students are struggling, these teams, which meet regularly, are able to refer students for assistance or begin providing assistance themselves. Teams often begin a Tier 2 intervention for a student who is low achieving in math or reading. They also refer students to interventions, meet with families, or offer students intensive tutorials.

We are not a focus or priority school and therefore do not need to set aside 20% of our Title I allocation.Plan to include teachers in decisions regarding use of academic assessments: The primary purpose of assessment in an IB World School is to support and encourage student learning through the gathering and analysis of information about student performance. Students demonstrate their academic performance by truly showing what they know. Teachers identify academic achievement assessments before the beginning of each quarter and make sure that students know what opportunities they have to revise or re-attempt academic achievement assessments. Edison teachers work in PDPLCs to refine these assessments as necessary so that they are most appropriate for our students. Teachers work in PDPLCs to provide meaningful, authentic assessments through the IB Middle Years Programme. Diploma Programme teachers work with like-content colleagues at district- and state-sponsored events to refine assessment work, particularly the IB Internal Assessments.

2013 summer program that orients them to the high school academic program. Finally, a number of other programs such as student shadowing and ninth grade academies support students’ transitions into high schools.

The Minneapolis Public Schools works through the Minneapolis School Readiness Collaborative to partner with community organizations. This group focuses on inter-agency problem solving and effective communication with families. The Collaborative has a Transition Advisory Group that specifically works on supporting families as they transition into kindergarten. Early Childhood Education staff work with partnering agencies to meet the needs of the communities they serve. Open houses, information sessions, Early Childhood Family Education classes, tours for families and Kindergarten Registration Events are all used to help support the transition. In addition, the District has created and distributes a booklet, Getting Ready for Kindergarten, to help families prepare their children for kindergarten and guide them through the enrollment process.To support students’ transition between the elementary and middle schools, open houses are hosted at many middle schools to orient elementary school parents and students to middle school programs and to inform their school choices. Middle school counselors then visit elementary schools each spring to assist students with academic planning. As students enter middle school in the fall, schools utilize their advisory programs to orient students to school policies and procedures. Advisory program’s curriculums continue to support successful student transitions throughout the year through academic support, character education, student advocacy, service learning, and community building.Students transitioning from middle schools to high schools are supported through specific transition and orientation activities as well as ongoing academic planning throughout the middle and high school years. Middle school students complete yearly planning activities that continue into high school with counselors via the My Life Plan. My Life Plan supports a continuous connection for students between academics in schools and their post-graduation plans. In addition, eighth-grade students participate in the Camp 2013 summer program that orients them to the high school academic program. Finally, a number of other programs such as student shadowing and ninth grade academies support students’ transitions into high schools.Family Involvement:All Title I schools are required to develop, annually review and evaluate the effectiveness of a Family Involvement Plan with input from parents of students who attend their school. See attached Family Involvement Plan and Parent/School Compact.


Documents

Continuous School Improvement Plan EDISON HIGHedison.mpls.k12.mn.us/uploads/2015-16_edison_sip.pdfThe courses combine rigorous classroom study with hands-on real ... toward reaching