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Farwell

Turnaround School

LEA Application Part II

FARWELL MIDDLE SCHOO PAGE 01/01

ATTACHMENT Ill

SAMPLE SCHQOL APPLlCAXlON

SCHOOL IMPROVEMENT GRANT - lOC13(g)

Thai LEA ~rrlust provide evidence of a campreherrc;ive needs assessment and the thoug~i~t process that It engaged in to formulalfe each school plan. The follrwwing Form serves as a guide in the thought process. Please submit this forrn with the application.

Position: !:'I-irrcipal

- -. ..w Sch'~ol Nair~e and code Dru!i;cilla F mvell Junior Middle School 435

Cora.l:sct's iillailing Address: q89515; Fenaelaan %troc?lt Detroit, MI 48234

Tclaiol~anc (3'8 3) 866XSf Q2 Fax: (31 33 ,368-3632 Email addrelsa: antionf~t.Eeupoar~o~~@d~troitRRi2.arg

District !\lame and Code

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Prirar:ipa! (l:Irinted Name); Antoirrette Pearson Telephoner

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-.-,- Detroit Public Schools 5201 0

Model for I; l~ange to be implemented: turnaround - P. - !SekAooII M;. iiiing Addrma: R@RTO Aon Skrad

Cbelre81t, M1 4.@238, --," .- Contact ~ O K t h ~ $~k100[ !~ltlp~s$vem@lllk Gra(llt;

The % ~ h a ~ : , through its autkarized rapresentatiaaeo, agrees to ctsrnp!y with all requFremarits applicable ta the Scholcsl Ilrnproverne~at Granfizi program, Including the assu1-ances: contained herein end the ~nndltlano that: apply %a any waivers that the Dislridl$c2 cwl rsceivas through Zllis application;.

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SECTION I: NEED

The school must provide evidence of need by focusing on improvement status; reading and math achievement results, as measured by the MEAP, Mi-Access or the MME; poverty level; and the schools ability to leverage the resources currently available to the district. Refer to the schools Comprehensive Needs Assessment (CNA) School Data and Process Profile Summary report.

1. Explain how subgroups within the school are performing and possible areas to target for improvement. (The following charts contain information available in the school Data Profile and Analysis).

As evidenced by the existing school data, Fisher is challenged both economically and academically. As a chronically underperforming school, all subgroup performance falls far below state expectations. In addition, existing data are no longer valid due to the closure of a significant number of Detroit schools. District wide open enrollment necessitates the further evaluation of subgroup performance to understand shifting and evolving student populations. Therefore, it is essential to conduct analysis of subgroup performance data once school enrollment is stabilized. Nevertheless, teaching and learning must be the immediate and ongoing focus of school reform efforts informed by data that reflects the current student population. Fishers targets for improvement will be driven by a theory of action derived from a school diagnostic evaluation.

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Group Academic Data Analysis

Percent of Sub-group meeting State Proficiency Standards "

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Reading Math Group 2007-08 2008-

09 2009-

10 2007-08 2008-

09 2009-

10

Social Economic Status (SES)

Race/Ethnicity

Students with Disabilities

Limited English Proficient (LEP)

Homeless

Neglected & Delinquent

Migrant

Gender

Male

Female

Aggregate Scores

State

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Sub Group Non-Academic Analysis

Year: 2009-2010

Group

# Students

# of Absences

# of Suspensi

on

# of Truancie

s

Unduplicated Counts

>10

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Enrollment and Graduation Data All Students

Year: 2009-2010

Number of Students enrolled in Extended Learning Opportunities

Year: 2009-2010

Number of

Students in

Building by grade

# Enrolled in

Advanced Placement

Classes

# Enrolled in International

Baccalaureate Courses

# of Students in

Dual Enrollment

# of Students in CTE/Vocational

Classes

Number of Students who have

approved/reviewed EDP on file

6

7

8

9

10

11

12

Grade

# of

Students

# Students enrolled

in a Young 5s program

# Students in course/grade acceleration

Early HS

graduation

# of

Retentions

# of

Dropout

#

promoted to next grade

K 1 2 3 4 5 6 7 8 9

10 11 12

2. Identify the resources provided to the school (in particular, other state and federal funds) to support the implementation of the selected model.

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The school qualifies for ARRA and Title One funding which Detroit Public Schools is utilizing to provide technology resources, formative assessments, extended day for Tier III instruction, research-based interventions, literacy and Reading Recovery Coaches, early childhood programming and comprehensive teacher professional development.

School Resource Profile

The following table lists the major grant related resources the State of Michigan manages and that schools may have as a resource to support their school improvement goals. As you develop your School Improvement Grant, consider how these resources (if available to your school) can be used to support allowable strategies/actions within the School Improvement Grant.

A full listing of all grants contained in No Child Left Behind (NCLB) is available at: www.mi.gov/schoolimprovement.

General Funds

Title I Part A

Title I Schoolwide

Title I Part C

Title I Part D

Title I School

Improvement (ISI)

Title II Part A

Title II Part D

USAC - Technology

Title III

Title IV Part A

Title V Parts A-C

Section 31 a

Section 32 e

Section 41

Head Start

Even Start

Early Reading First

Special Education

Other: (Examples include: Smaller Learning Communities, Magnet Schools. A complete listing of all grants that are a part of NCLB is available at www.michigan.gov/schoolimprovement.

SECTION II: COMMITMENT

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Evidence of a strong commitment should be demonstrated through the districts ability and willingness to implement the selected turnaround model for rapid improvement in student achievement and proposed use of scientific and evidence based research, collaboration, and parental involvement.

Using information gathered using the MDE Comprehensive Needs Assessment (CNA), provide the following information:

1. Describe the school staffs support of the school improvement application and their support of the proposed efforts to effect change in the school.

During the 2009-2010 school year, all stakeholders were involved in collecting a variety of data to inform the decision making process, including the School Improvement Plan, Comprehensive Needs Assessment and the School Data Profile.

Farwell Middle School became a Priority School for the 2010 2011 school year and will be involved in school turnaround. Teachers and all support staff made the decision to either transfer to a different school or reapply for their positions. In some cases, the principal advised certain staff that they would not be retained for the following school year. A condition for remaining at the school is full commitment to the scope of work and proposed efforts to effect change. The principal is committed and willing to support the proposed efforts as described in this plan.

A School Leadership Team (SLT), consisting of the principal, assistant principal (if applicable) and other staff members selected through a peer selection process, will be established at Farwell Middle School. This team, consisting of no more than 12 members, will be in place by September 1, 2010, and an opportunity will be provided each October to change the composition of the team. Team decisions will be made in accordance with the established policies and practices for shared decision-making and agreements must be reached by consensus. The principal, and other staff members, will carry out the implementation of all Leadership Team decisions. The SLT will conduct yearly self-assessments based on tools identified by he Joint Labor-Management Committee.

Farwells SLT will also establish a Professional Development Committee to assist the Pearson Achievement Advisor with the selection and design of professional development. This committee will develop a professional development calendar containing school-based job-embedded professional development focused on increasing student achievement. The PD plan will be based on the comprehensive diagnostic review conducted by Pearson K-12 Solutions. The Pearson Achievement Advisor will facilitate classroom walkthroughs with the administrative team to determine the transfer of knowledge gained in PD to the actual classroom setting. Data collected during the walkthroughs will also be used to evaluate the professional

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development plan and to select future topics. Within the plan, options are available for banking of equivalent times for extended PD workshops and/or trainings.

Additionally, Farwell Middle Schools staff will have the option to participate in the School-Based Performance Bonus Program. Should Fisher choose to participate, the SLT will craft an application responding to the established qualifi