bridge west sip plan

School Improvement PlanTitle I - Schoolwide

School Year: 2012 - 2013

School District: Bridge Academy

ISD/RESA: Wayne RESA

School Name: Bridge Academy West

Grades Served: 6,7,8

Mr. Khalid Almasnaah

Building Code: 00923

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 Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goal 2: Reading Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Goal 3: Science Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Goal 4: Social Studies Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Goal 5: Writing Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

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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: Bridge Academy West

District: Bridge Academy

Public/Non-Public: Public

Grades: 6,7,8

School Code Number: 00923

City: Detroit

State/Province: Michigan

Country: United States

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Vision, Mission and BeliefsVision Statement

Bridge Academy seeks to create a challenging learning environment that encourages high expectations forsuccess through development appropriate instruction that allows for individual and learning styles. Our schoolpromotes a safe, orderly, caring and supportive environment. Each student's self-esteem is fostered by positiverelationships with students and staff. We strive to have parents, teachers, and community members activelyinvolved in our students' learning.

Mission StatementTo promote lifelong learning by nurturing academic excellence, positive character, and appreciation ofcultures.

Beliefs Statement1. We believe that all students are entitled to reach their highest potential through a meaningful educationalexperience that takes into account their diverse learning styles.

2. We believe that parents are partners in the learning process and educational success is most often achievedwhen schools provide opportunities for parental involvement and support.

3. We believe that well-defined goals and objectives are essential to a quality educational program.

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GoalsName Development Status Progress Status

Math Proficiency Complete Open

Reading Proficiency Complete Open

Science Proficiency Complete Open

Social Studies Proficiency Complete Open

Writing Proficiency Complete Open

Goal 1: Math Proficiency

Content Area: MathDevelopment Status: Complete

Student Goal Statement: All Bridge Academy West students will improve Math proficiency. Students willincrease Math MEAP scores by 5% and to increase EdPerformance/Scantron scores by 1.5 grade levels for at-riskstudents and 1 grade level for at-level and above grade level students.

Gap Statement: According to MEAP and Scantron data, Bridge Academy West students are not meeting theproficiency goal in Math.1. The MEAP data (from Fall 2011), indicated that only 35% of 6th grade Math students performed at theproficiency level, while 65% did not perform at the proficiency level. The data also indicates that 28% of the 7thgrade Math students performed at the proficiency level, while 72% did not perform at the proficiency level. Thedata indicates that 16% of the 8th grade Math students performed at the proficiency level, while 84% did not.However, the MEAP data does show a trend that all grades are making progress toward the proficiency goal.2. The Scantron data (from Winter 2012), indicated that 24% of 6th grade Math students performed at theprofiency level, while 76% did not perform at the proficiency level. The data also shows that 28% of 7th gradeMath students performed at the proficiency level, while 72% performed below the proficiency level. Sixteenpercent,(16%), of 8th grade Math students performed at the proficiency level, while 84% did not. However, theScantron data does show a trend that all grades are making progress toward the proficiency goal.

Cause for Gap: Possible causes for this large gap include:1. The high population of ESL/ELL students at Bridge Academy West, representing over 52% of the studentpopulation, 37% of those students started the 2011-2012 school year with minimal English language skills.2. The fact that these ESL/ELL students are new to the English language and curriculum and possess minimalBICS and CALP in order to succeed.3. Lack of the basic mathematical concepts/skills/strategies needed in order to perform at grade level (GLCE's),not previously mastered in school.4. Lack of teacher/paraprofessional support both in and out of the classroom (push-in/pull-out instruction).5. Limited resources - The school lacks instructional resources such as Smartboards and ELMO projectors thatwould be beneficial to English Language Learners (visual representation).6. Lack of parental ability to assist their children academically.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP/Scantronscores (Fall 2011), Study Island and district level common assessments.

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What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Our criterion for success is to minimize the gap between ELL students andnon-ELL students on the 2012 Math portion of the MEAP. Our goal is to increase Math MEAP scores by 5% andto increase EdPerformance/Scantron scores by 1.5 grade levels for at-risk students and 1 grade level for at-leveland above grade level students.

MEAP, EdPerformance/Scantron and local assessments will be analyzed consistently before, during and after theschool year. The data from assessments in Mathematics will be used to guide instruction and will be used toindicate progress in Mathematics achievement.For monitoring progress, we will look at the local/district common assessments, the MEAP and EdPerformanceresults for 2012.

Contact Name: Starr Sleiman

List of Objectives:

Name ObjectiveProblem-Solving,Analytical Reasoning andCritical ThinkingPractices

All students will be able to use math problem solving, analytical and critical thinkingstrategies to deepen their understanding of math and improve performance as measuredby a 5% increase on MEAP,1-1.5 years growth on EdPerformance, and 80% classroommastery of local assessments.

1.1. Objective: Problem-Solving, Analytical Reasoning and CriticalThinking Practices

Measurable Objective Statement to Support Goal: All students will be able to use math problem solving,analytical and critical thinking strategies to deepen their understanding of math and improve performance asmeasured by a 5% increase on MEAP,1-1.5 years growth on EdPerformance, and 80% classroom mastery oflocal assessments.

List of Strategies:Name StrategyHands-On Learning Students will engage in hands-on, authentic math lessons.IncorporateTechnology in theClassroom

Teachers will use technology to actively engage students and provide visuals whilelearning.

Math Word Study All students will improve their math language proficiency by mastering 40 academicvocabulary words.

MEAPPreparation/CoachBook

The MEAP Preparation books will allow students the opportunity to apply conceptslearned in class to real-world situations and be better prepared for the MEAP test.Teachers will diagnose, instruct, practice, and assess all in one book!

SIOP Strategies Teachers will implement SIOP strategies to assist students with developing solutions to

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problem-solving situations. SIOP (Sheltered Instructional Observational Protocol) incontent areas is implemented in various levels. All teachers make content and languageobjectives accessible for students, designate and teach academic language, andcorrelate all lessons to state standards.

1.1.1. Strategy: Hands-On Learning

Strategy Statement: Students will engage in hands-on, authentic math lessons.

Selected Target Areas

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

The National Assessment of Educational Progress

NCTM

Jossey-Bass Supporting Mathematical Learning

List of Activities:Activity Begin Date End Date Staff ResponsibleAccelerated Math 2012-06-15 2013-06-14 Math instructional staff.Math Centers 2012-09-10 2013-06-15 Teachers and parapros.

1.1.1.1. Activity: Accelerated Math

Activity Type: Technology

Activity Description: Students will use Accelerated Math to improve math skills. Accelerated mathdifferentiates math assignments and assessments to student ability.

Planned staff responsible for implementing activity: Math instructional staff.

Actual staff responsible for implementing activity:

Planned Timeline: Begin Date - 2012-06-15, End Date - 2013-06-14

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Accelerated Math Program subscription Title I Part A 5,000.00

1.1.1.2. Activity: Math Centers

Activity Type: Other

Activity Description: Teachers will create student-centered activities to reinforce mathematicalconcepts learned in class. Students will rotate from one center to another to practice skills until masteryis achieved. Learning is essentially broken down into elements that contribute to success:1. setting goals 2. keeping on task 3. checking your work as you go 4. remembering to use a specificstrategy 5. monitoring own progress 6. being alert to confusion or distraction and taking corrective action7. checking your answer to make sure it makes sense and that the math calculations were correctly done.When students discuss the nature of learning in this way, they develop both a detailed picture ofthemselves as learners (known as metacognitive awareness) and the self-regulation skills that goodlearners use to manage and take charge of the learning process.

Planned staff responsible for implementing activity: Teachers and parapros.





AmountActualAmount

Graphing Calculators TI-84 Title I School Improvement (ISI) 8,000.00 Math board games Title I School Improvement (ISI) 1,000.00 Math manipulatives Title I Part A 1,500.00 Mini Whiteboards Title I School Improvement (ISI) 500.00

1.1.2. Strategy: Incorporate Technology in the Classroom

Strategy Statement: Teachers will use technology to actively engage students and provide visuals whilelearning.

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Benjamin, Amy. Differentiated instruction using technology: a guide for middle and high school teachers.Larchmont, NY: Eye On Education, 2005. Print.

Bitter, Gary G., and Jane M. Legacy. Using technology in the classroom. 7th ed. Boston: Pearson/Allyn andBacon, 2008. Print.

Pitler, Howard. Using technology with classroom instruction that works. Alexandria, Va.: Association forSupervision and Curriculum Development, 2007. Print.

List of Activities:Activity Begin Date End Date Staff ResponsibleSmart Board Activity 2012-06-15 2013-06-14 Instructional staff

1.1.2.1. Activity: Smart Board Activity


Activity Description: Students will use the smart boards for math centers, along with visual and autiosuppot.

Planned staff responsible for implementing activity: Instructional staff

Actual staff responsible for implementing activity: Math instructional staff




AmountActualAmount

3 ELMO Projectors Title I School Improvement (ISI) 3,000.00 3 Smart Boards Title I School Improvement (ISI) 7,500.00

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1.1.3. Strategy: Math Word Study

Strategy Statement: All students will improve their math language proficiency by mastering 40 academicvocabulary words.



National Reading Panel 2002

Pearson, Heibert, and Kamil, 2007

Marzano Strategies

List of Activities:Activity Begin Date End Date Staff ResponsibleMath Word Wall 2012-06-15 2013-06-14 Math Instructional StaffVocabulary Development 2012-06-15 2013-06-14 Math instructional staff.

1.1.3.1. Activity: Math Word Wall


Activity Description: Implementing/maintaining Math vocabulary word wall in the classroom.

Planned staff responsible for implementing activity: Math Instructional Staff





AmountActualAmount

Magnetic bulletin board to display word wall Title I School Improvement (ISI) 1,200.00

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1.1.3.2. Activity: Vocabulary Development


Activity Description: Students will maintain vocabulary books. Vocabulary books will include theword, a picture, and a student friendly definition. Students will add to the book as each unit isintroduced.

Planned staff responsible for implementing activity: Math instructional staff.

Actual staff responsible for implementing activity: Math instructional staff.




AmountActualAmount

Composition Books Title I School Improvement (ISI) 300.00

1.1.4. Strategy: MEAP Preparation/Coach Book

Strategy Statement: The MEAP Preparation books will allow students the opportunity to apply conceptslearned in class to real-world situations and be better prepared for the MEAP test. Teachers will diagnose,instruct, practice, and assess all in one book!



M.D.E.

List of Activities:Activity Begin Date End Date Staff ResponsibleApplication of mathematical concepts to real-world concepts 2012-09-10 2013-06-14 Math teachers.

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1.1.4.1. Activity: Application of mathematical concepts to real-world concepts


Activity Description: Students will use MEAP booklets to practice for the MEAP test in the fall.

Planned staff responsible for implementing activity: Math teachers.

Actual staff responsible for implementing activity: Math teachers.




AmountActualAmount

Math Intervention Specialist Title I School Improvement (ISI) 35,000.00 MEAP Preparation/Coach Book Title I School Improvement (ISI) 2,500.00

1.1.5. Strategy: SIOP Strategies

Strategy Statement: Teachers will implement SIOP strategies to assist students with developing solutionsto problem-solving situations. SIOP (Sheltered Instructional Observational Protocol) in content areas isimplemented in various levels. All teachers make content and language objectives accessible for students,designate and teach academic language, and correlate all lessons to state standards.



Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001

Making Content Comprehensible for Elementary Language Learners, Jana Echevarria, MaryEllen Vogt, andDeborah J. Short.

Helping English Learners Succeed: An Overview of the SIOP ModelJustine Hudec and Deborah Short

The SIOP Model: Sheltered Instruction for Academic Achievement (video) Justine Hudec and DeborahShort.SIOP is a research-based observation instrument that has been shown to be a valid and reliable measure ofsheltered instruction (Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001). The SIOP is also used as

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a model for lesson planning and implementation of high quality sheltered instruction. All features of theSIOP model are aligned with current research on instruction for ELL's. In a study examining the effects ofthe SIOP Model on student achievement, students whose teachers implemented the SIOP model to a highdegree in middle school classes outperformed those students in sheltered classes whose teachers wereunfamiliar with the model.

List of Activities:Activity Begin Date End Date Staff ResponsibleSIOP Training 2012-06-15 2013-06-14 Instructional Staff

1.1.5.1. Activity: SIOP Training

Activity Type: Professional Development

Activity Description: Classroom teachers will receive beginning of the year and ongoing training andsupport relating to the use of SIOP strategies within the classroom.

Planned staff responsible for implementing activity: Instructional Staff

Actual staff responsible for implementing activity: Instructional staff.




AmountActualAmount

Parapros Title I School Improvement (ISI) 30,000.00 SIOP Professional Development - Wayne RESA Title I School Improvement (ISI) 3,000.00 SIOP resource and material Title I Schoolwide 600.00

Goal 2: Reading Proficiency

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All Bridge Academy West students will improve reading proficiency.

Gap Statement: According to the data, Bridge Academy West students are not meeting the proficiency goal inreading.

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1. The fall 2011 reading MEAP data shows that 35% of students are proficient in reading, while 65% of studentsare not proficient. ELL/ESL students represent more than half of the population of students who were notproficient on the Reading MEAP.

2. The winter 2012 6-8 grade Reading EdPerformance data shows that 77% of students are not proficient inreading, while 23% of students are proficient. ELL/ESL students represent more than half of the population ofstudents who were not proficient on the Reading EdPerformance test.

Cause for Gap: 1. Bridge Academy West has a high population of ESL/ELL students, representing over 52% ofthe student population. Of that percent, 37% of students began the school year without basic English languageskills. These students have not acquired enough English language to understand basic concepts in reading andtherefor do not perform to expectations. Data analysis suggests a correlation between the percentage of ESL/ELLstudents in low proficiency scores on standardized testing. Bridge Academy West lacks resources (ESL teachersand paraprofessionals) to support the ESL/ELL population.

2. Bridge Academy West lacks technology resources that engage students in learning. For example, SmartBoards,ELMO projectors, etc.

3. Bridge Academy District has experienced high turnover rate over the last three years. At Bridge AcademyWest, half of the teaching staff for the current 2011-2012 school year have 2 or fewer years working in the school.Therefore, these teachers lack professional development in areas such as Sheltered Instruction ObservationProtocol (SIOP), differentiated instruction and Marzano's Strategies.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP, DRA,EdPerformance, and local 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? To increase Reading MEAP by 5% and to increase EdPerformance/Scantronby 1.5 grade levels for at risk students,at level and above students.

MEAP, EdPerformance/Scantron and local assessments will be analyzed consistently before, during and after theschool year. The data from assessments in reading will be used to guide instruction and will be used to indicateprogress in reading achievement.

Contact Name: Emilee Metcalfe

List of Objectives:

Name ObjectiveReading acrossthe curriculum

All students will be able to use reading comprehension and vocabulary strategies to deepen theirunderstanding of reading in all content areas and improve performance as measured by a 5%increase on MEAP, DRA, EdPerformance, and 80% of the students in each class passing localassessments.

2.1. Objective: Reading across the curriculum

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Measurable Objective Statement to Support Goal: All students will be able to use reading comprehensionand vocabulary strategies to deepen their understanding of reading in all content areas and improveperformance as measured by a 5% increase on MEAP, DRA, EdPerformance, and 80% of the students in eachclass passing local assessments.

List of Strategies:Name StrategyImplement ReadingComprehension Strategies

Teachers will implement and model reading strategies to build critical thinkingskills and eliminate frustration due to lack of comprehension.

Incorporate Technology inthe Classroom

Teachers will use technology to actively engage students and provide visuals whilelearning.

Reading in all contentareas

Teachers will incorporate reading (non-fiction texts) in all content areas in order tosharpen reading comprehension skills required to increase scores on MEAP,EdPerformance, and local assessments.

Vocabulary Development Vocabulary development will allow students to have a deeper understanding whilereading across all content areas.

2.1.1. Strategy: Implement Reading Comprehension Strategies

Strategy Statement: Teachers will implement and model reading strategies to build critical thinking skillsand eliminate frustration due to lack of comprehension.



Harvey, Stephanie, and Anne Goudvis. Strategies that work: teaching comprehension for understanding andengagement. 2. ed. Portland, Me: Stenhouse Publishers :, 2007. Print.

Rasinski, Timothy V., and Nancy Padak. Effective reading strategies: teaching children who find readingdifficult. 3rd ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2004. Print.

Robb, Laura. Teaching reading in middle school. New York: Scholastic Professional Books, 2000. Print.

Sadler, Charlotte Rose. Comprehension strategies for middle grade learners: a handbook for content areateachers. 2nd ed. Newark, DE: International Reading Association, 2011. Print.

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List of Activities:Activity Begin

DateEnd Date Staff Responsible

Accelerated Reading 2012-09-07

2013-06-16

Reading Teachers, Para-pros, ESL, teachers,and Reading Specialist.

Grouped Reading 2012-09-07

2013-06-16


Mini-lessons on ReadingComprehension Strategies

2012-09-07

2013-06-16


2.1.1.1. Activity: Accelerated Reading


Activity Description: Teachers will incorporate weekly Accelerated Reading (AR) time and monitorstudent's comprehension in fiction and non-fiction texts using AR assessments. AR worksheets and booktalks will also help to monitor student progress and achievement.

Planned staff responsible for implementing activity: Reading Teachers, Para-pros, ESL, teachers, andReading Specialist.

Actual staff responsible for implementing activity: Reading Teachers, Para-pros, ESL, teachers, andReading Specialist.




AmountActualAmount

Accelerated Reading Program Title I Part A 3,107.00 Science A-Z Title I Part A 750.00

2.1.1.2. Activity: Grouped Reading


Activity Description: Teachers will assign students to reading groups based on their comprehensionlevels. Students will be encouraged to practice reading comprehension strategies within their leveledgroups. Read alouds, paired reading, guided reading groups, and literature circles will be incorporated.

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AmountActualAmount

Academic Coordinator to analyze data and group at risk students Title I Schoolwide 50,000.00 Paraprofessionals Title I Part A 20,000.00 Reading Specialist Title I Part A 40,000.00

2.1.1.3. Activity: Mini-lessons on Reading Comprehension Strategies


Activity Description: Reading teachers will teach, model, and incorporate a new reading strategy eachweek. Students will be given opportunities to practice each strategy within daily lessons.





Fiscal Resources Needed for Activity:Resource Funding

SourcePlannedAmount

ActualAmount

ESL Teachers Title I Part A 40,000.00 Literacy Workshops Title II Part A 5,000.00 MEAP Workbooks, Common Core Workbooks, & Criticalthinking/Comprehension

Title I Part A 4,000.00

SIOP Professional Development Title II Part A 4,500.00

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2.1.2. Strategy: Incorporate Technology in the Classroom

Strategy Statement: Teachers will use technology to actively engage students and provide visuals whilelearning.



Benjamin, Amy. Differentiated instruction using technology: a guide for middle and high school teachers.Larchmont, NY: Eye On Education, 2005. Print.

Bitter, Gary G., and Jane M. Legacy. Using technology in the classroom. 7th ed. Boston: Pearson/Allyn andBacon, 2008. Print.

Pitler, Howard. Using technology with classroom instruction that works. Alexandria, Va.: Association forSupervision and Curriculum Development ;, 2007. Print.

List of Activities:Activity Begin Date End Date Staff ResponsibleOnline Reading Resources 2012-09-07 2013-06-16 Reading teachers

2.1.2.1. Activity: Online Reading Resources


Activity Description: Students will use online reading resources and other technologies once a week toenhance their understanding and achievement in reading by using the following resources: Study Island,Accelerated Reader, Reading A-Z, Raz Kids, Rosetta Stone, Smartboards, ELMOs, and Kindles.

Planned staff responsible for implementing activity: Reading teachers




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AmountActualAmount

Accelerated Reading Program Title I Part A 3,100.00 ELMOs Title I Part A 12,600.00 Kindles Title I Part A 6,000.00 Librarian Title I Schoolwide 9,000.00 Raz Kids Title I Part A 750.00 Reading A-Z Title I Part A 750.00 Rosetta Stone Title I Part A 10,000.00 SmartBoard Technology Title I Part A 7,500.00 Study Island Program Title I Part A 5,000.00

2.1.3. Strategy: Reading in all content areas

Strategy Statement: Teachers will incorporate reading (non-fiction texts) in all content areas in order tosharpen reading comprehension skills required to increase scores on MEAP, EdPerformance, and localassessments.



Burke, Jim. Content area reading. New York, NY: Scholastic, 2009. Print.

Laminack, Lester L., and Reba M. Wadsworth. Reading aloud across the curriculum: how to build bridgesin language arts, math, science, and social studies. Portsmouth, NH: Heinemann, 2006. Print.

Vacca, Richard T., and Jo Anne L. Vacca. Content area reading: literacy and learning across the curriculum.8th ed. Boston: Pearson/Allyn and Bacon, 2005. Print.


DateEndDate

Staff Responsible

Non-fiction AcceleratedReader Books

2012-09-07

2013-06-16

All teaching staff including Reading Teachers, Para-pros,ESL, teachers, and Reading Specialist.

Scholastic Magazines andLeveled Readers

2012-09-07

2013-06-16


Written Responses andGraphic Organizers

2012-09-07

2013-06-16


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2.1.3.1. Activity: Non-fiction Accelerated Reader Books


Activity Description: Teachers across the curriculum will allow students to read non-fictionAccelerated Reading books. Students will be able to incorporate these books in weekly instruction andtake quizzes on the AR website to monitor their comprehension and mastery of material.

Planned staff responsible for implementing activity: All teaching staff including Reading Teachers,Para-pros, ESL, teachers, and Reading Specialist.





AmountActualAmount

Accelerated Reading Program Title I Part A 3,100.00

2.1.3.2. Activity: Scholastic Magazines and Leveled Readers


Activity Description: Teachers will implement Scholastic Magazines and leveled readers bi-weekly as away for students to read non-fiction articles and current events. Scholastic Magazines use fun, engagingactivities and graphic organizers to aid in student's reading comprehension. Non-fiction leveled readerswill allow for students to understand social studies and science concepts at their highest independentreading level.





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AmountActualAmount

DRA Testing Kit Title I Part A 1,000.00 Scholastic Magazine Subscription and Leveled Readers Title I Part A 6,000.00

2.1.3.3. Activity: Written Responses and Graphic Organizers


Activity Description: Teachers will incorporate graphic organizers in daily lessons as a way for studentsto organize and visualize learned material. Teachers will also allow time at the end of class for studentsto write a reflection in order to increase metacognition and reflect upon daily learning.






AmountActualAmount

2.1.4. Strategy: Vocabulary Development

Strategy Statement: Vocabulary development will allow students to have a deeper understanding whilereading across all content areas.



Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words To Life . New York: TheGuilford Press, 2002.

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Ellery, Valerie. Creating Strategic Readers . Newark: International Reading Association, Inc., 2005.

Marzano, Robert J. Stet, and Debra J. Pickering. Building Academic Vocabulary Teacher's Manual .Alexandria:Association for Supervision and Curriculum Development, 2005.

Templeton, Shane. Vocabulary their way: word study with middle and secondary students. Boston, MA:Allyn and Bacon, 2010. Print.

Tompkins, Gail E., and Cathy Blanchfield. Teaching Vocabulary: 50 Creative Strategies, Grades K-12 .Upper SaddleRiver: Pearson Education, Inc., 2004.

List of Activities:Activity Begin Date End Date Staff ResponsibleSchool Wide Vocabulary 2012-09-07 2013-06-16 All teaching staff.Students will create vocabulary books in all content areas 2012-09-07 2013-06-16 All teaching staff.Vocabulary A-Z 2012-09-07 2013-06-16 All teaching staff.

2.1.4.1. Activity: School Wide Vocabulary


Activity Description: Teachers will meet in grade level and content areas to select school widevocabulary to be implemented throughout the school year. Each week three new vocabulary words willbe introduced and incorporated in all classrooms.

Planned staff responsible for implementing activity: All teaching staff.





AmountActualAmount

2.1.4.2. Activity: Students will create vocabulary books in all content areas


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Activity Description: Students will create booklets containing targeted vocabulary in each subject areato increase knowledge and understanding of content related words.






AmountActualAmount

Notebooks/Journals Title I Part A 600.00

2.1.4.3. Activity: Vocabulary A-Z


Activity Description: Students will use Vocabulary A-Z in order to build vocabulary to increase readingcomprehension across all subject areas.






AmountActualAmount

Vocab A-Z Subscription Title I Part A 1,000.00

Goal 3: Science Proficiency

Content Area: ScienceDevelopment Status: Complete

Student Goal Statement: All Bridge Academy West students will improve science proficiency.

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Gap Statement: According to the data, Bridge Academy West students are not meeting the proficiency goal inscience.

1. The Fall 2011 8th grade science MEAP data shows that only 16% of students are proficient in science, while84% of students are not proficient. ELL/ESL students represent more than half of the population of students whowere not proficient on the science MEAP.

2. The Winter 2012 6th-8th grade science EdPerformance/Scantron data shows that 68% of students are proficientin science, while 32% of students are not proficient. ELL/ESL students represent 37% of students who were notproficient on the EdPerformance/Scantron.

Cause for Gap: 1. Bridge Academy West has a high population of ESL/ELL students, representing over 52% ofthe student population. Of that percent, 37% of students began the school year without basic English languageskills. These students have not acquired enough English language to understand basic concepts in science andtherefore do not perform to expectations. Data analysis suggests a correlation between the percentage of ESL/ELLstudents and low proficiency scores on standardized testing. Bridge Academy West lacks resources (ESL teachersand Parapros) to support the ESL/ELL population.



Multiple measures/sources of data you used to identify this gap in student achievement: MEAP,EdPerformance/Scantron and local 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? To increase Science MEAP by 5% and to increase EdPerformance/Scantronby 1.5 grade levels for at risk students and 1 grade level for at level and above students.

MEAP, EdPerformance/Scantron and local assessments will be analyzed consistently before, during and after theschool year. The data from assessments in science will be used to guide instruction and will be used to indicateprogress in science achievement.

Contact Name: Kerry Bitar

List of Objectives:

Name ObjectiveScientificPractices

All students will use scientific practices to deepen their understanding of core science concepts andimprove performance as measured by a 5% increase on MEAP, EdPerformance/Scantron and 80%of the students in each class passing local assessments.

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3.1. Objective: Scientific Practices

Measurable Objective Statement to Support Goal: All students will use scientific practices to deepen theirunderstanding of core science concepts and improve performance as measured by a 5% increase on MEAP,EdPerformance/Scantron and 80% of the students in each class passing local assessments.

List of Strategies:Name StrategyELL/ESLInstruction

Bridge Academy will use instructional strategies to support for the large ELL/ESL population.

Inquiry BasedLearning

Inquiry based lessons allow students to discover their own learning through meaningfulexperiences in which students use hands on materials and the scientific process to investigate anengaging topic.

TechnologyIntegration

Increase and enhance the use of technology for student learning. Technology in the classroomwill increase interaction among students, allow utilization of video resources, power pointpresentations, realistic visuals, and multimedia use. Provide professional development forinstructional staff on effectively using technology in classroom. Allocate additional schoolresources for science instruction (video streaming, Smart Boards, projector, etc.)

3.1.1. Strategy: ELL/ESL Instruction

Strategy Statement: Bridge Academy will use instructional strategies to support for the large ELL/ESLpopulation.



Goldenberg, C. (2008). Teaching English language learners: What the research doesâ??and does not â??say.American Educator, 32(2), 8â??44.

Waterman, R., & Harry, B. (2008). Building collaboration between schools and parents of English languagelearners: Transcending barriers, creating opportunities. Tempe, AZ: National Center for CulturallyResponsive Educational Systems.

List of Activities:Activity Begin Date End Date Staff ResponsibleGuided Reading 2012-06-15 2013-06-14 All instructional staff.One-on-One Instruction 2012-06-15 2013-06-14 ESL/ELL staff.

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SIOP Strategies 2012-06-15 2013-06-14 All instructional staff.

3.1.1.1. Activity: Guided Reading


Activity Description: Teachers will use nonfiction leveled readers in guided reading groups.

Planned staff responsible for implementing activity: All instructional staff.





SourcePlannedAmount

ActualAmount

ELL/ESL Teachers Title I Part A 50,000.00 Leveled Readers for Informational Text (Delta Science Readers) andWorkbook


3.1.1.2. Activity: One-on-One Instruction


Activity Description: Bridge Academy will be staffed with the appropriate amount of ESL/ELLteachers and will provide one-on-one support.

Planned staff responsible for implementing activity: ESL/ELL staff.




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AmountActualAmount

3.1.1.3. Activity: SIOP Strategies


Activity Description: SIOP (Sheltered Instructional Operational Protocol) in content areas isimplemented in various levels. All teachers make content and language objectives accessible forstudents, designate and teach academic language, and correlate all lessons to state standards.

Planned staff responsible for implementing activity: All instructional staff.

Actual staff responsible for implementing activity: All instructional staff.




AmountActualAmount

Paraprofessionals Title I Part A 20,000.00 SIOP Workshop Title I Part A 4,500.00

3.1.2. Strategy: Inquiry Based Learning

Strategy Statement: Inquiry based lessons allow students to discover their own learning throughmeaningful experiences in which students use hands on materials and the scientific process to investigate anengaging topic.



Lee, V. S. (2012), What is inquiry-guided learning?. New Directions for Teaching and Learning, 2012:5Ã?Â¢??14. doi: 10.1002/tl.20002

Maskiewicz, A. C. and Winters, V. A. (2012), Understanding the co-construction of inquiry practices: A

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case study of a responsive teaching environment. J. Res. Sci. Teach., 49: 429Ã¢??464. doi:10.1002/tea.21007

Marzano, R., Pickering, D., & Pollock, J. (2001). Research-based strategies forincreasing student achievement. Classroom instruction that works. Alexandria,VA: Association for Supervision and Curriculum Development.

List of Activities:Activity Begin Date End Date Staff ResponsibleFOSS Investigations 2012-06-14 2013-06-14 Science TeachersProfessional Development 2012-06-15 2013-06-14 Science Instructional Staff.

3.1.2.1. Activity: FOSS Investigations


Activity Description: Teachers will use FOSS activities to encourage students to think like scientistsand provide students with opportunities for observation of objects and events, thinking about how theyrelate to what is known, testing their ideas in logical ways, and generating explanations that integrate thenew information into the established order. FOSS activities provide a way for students to appreciate thescientific enterprise, learn important scientific concepts, and develop the ability to think critically and toactively construct ideas through their own inquiries, investigations, and analyses. The FOSS programwas created to engage students in these processes as they explore the natural world. A scientific lab inthe building is necessary to carry out the FOSS Investigations.

Planned staff responsible for implementing activity: Science Teachers





AmountActualAmount

FOSS Kits Title I School Improvement (ISI) 5,000.00 Lab Set Up General Funds

3.1.2.2. Activity: Professional Development

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Activity Description: Science Teachers will participate in workshops to support inquiry instruction.Some suggestions include; 3971 Teaching the Science Process Content Expectations: Reflection &Social Implications - 3971, 4077 Next Generation of Science Standards Public Review - 4077,

Planned staff responsible for implementing activity: Science Instructional Staff.

Actual staff responsible for implementing activity: Science Instructional Staff.




AmountActualAmount

Science Workshops Title I Part A 5,000.00

3.1.3. Strategy: Technology Integration

Strategy Statement: Increase and enhance the use of technology for student learning. Technology in theclassroom will increase interaction among students, allow utilization of video resources, power pointpresentations, realistic visuals, and multimedia use. Provide professional development for instructional staffon effectively using technology in classroom. Allocate additional school resources for science instruction(video streaming, Smart Boards, projector, etc.)



Scanlon, E., Anastopoulou, S., Kerawalla, L. and Mulholland, P. (2011), How technology resources can beused to represent personal inquiry and support students' understanding of it across contexts. Journal ofComputer Assisted Learning, 27: 516Ã¢??529. doi: 10.1111/j.1365-2729.2011.00414.x

Center for Implementation of Technology in Education: Implementing and Scaling UpTechnology(www.cited.org)

Using Technology with Classroom Instruction That Works; Howard Pitler, Elizabeth R. Hubbell, MattKuhn, & Kim Malenoski

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List of Activities:Activity Begin Date End Date Staff ResponsibleSmartBoard Technology 2012-06-15 2013-06-14 Instructional staffStudy Island 2012-06-15 2013-06-14 Instructional staff

3.1.3.1. Activity: SmartBoard Technology


Activity Description: Students will perform scientific experimentation using a variety of Smartboard-based software as well as other e-learning platforms to enhance student understanding and achievementin science.






AmountActualAmount

Digital projectors for classrooms Title I School Improvement (ISI) 1,000.00 SmartBoards for Classrooms Title I School Improvement (ISI) 7,500.00

3.1.3.2. Activity: Study Island


Activity Description: Individualized web-based instruction, practice, assessment Built from MichiganGLCEs. Can be used both from home and school.





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AmountActualAmount

Study Island Subscription Title I School Improvement (ISI) 5,000.00

Goal 4: Social Studies Proficiency

Content Area: Social StudiesDevelopment Status: Complete

Student Goal Statement: All Bridge Academy West students will improve Social Studies proficiency with a highfocus in literacy.

Gap Statement: According to the data, Bridge Academy West students are not meeting the proficiency goal inreading.

1. The fall 2011 Social Studies MEAP data shows that 94% of students are not proficient in Social Studies.ELL/ESL students represent more than half of the population of students who were not proficient on the SocialStudies MEAP.

Cause for Gap: 1. Bridge Academy West has a high population of ESL/ELL students, representing over 52% ofthe student population. Of that percent, 37% of students began the school year without basic English languageskills. These students have not acquired enough English language to understand basic concepts in reading andtherefor do not perform to expectations. Data analysis suggests a correlation between the percentage of ESL/ELLstudents in low proficiency scores on standardized testing. Bridge Academy West lacks resources (ESL teachersand paraprofessionals) to support the ESL/ELL population.



4. The curriculum used at Bridge Academy West is part of a larger curriculum that is maintained at themanagement company level and is not yet fully developed. The textbooks and available resources do not match ormeet the GLCEs outlined by the state and that students are responsible for on understanding on the MEAP.

Multiple measures/sources of data you used to identify this gap in student achievement: 2011 Social StudiesMEAP, local assessments, DRA, 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? To increase Social Studies MEAP by 7% and to increase studentsperformance on local assessments and Study Island assessments.

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MEAP and local assessments will be analyzed consistently before, during and after the school year. The data fromassessments in Social Studies will be used to guide instruction and will be used to indicate progress in SocialStudies achievement.

Contact Name: Matthew Trerice

List of Objectives:

Name ObjectiveOverall achievement inSocial Studies with a highfocus on literacy

All students will be able to use reading comprehension, vocabulary strategies, mapskills, and critical thinking to understand the basic concepts of Social Studies asmeasured by a 7% increase on MEAP, and 80% of the students in each class passinglocal assessments.

4.1. Objective: Overall achievement in Social Studies with a highfocus on literacy

Measurable Objective Statement to Support Goal: All students will be able to use reading comprehension,vocabulary strategies, map skills, and critical thinking to understand the basic concepts of Social Studies asmeasured by a 7% increase on MEAP, and 80% of the students in each class passing local assessments.

List of Strategies:Name StrategyDevelopment of GlobalPerspective

Students will increase their understanding of the world from a global perspective.

Implement ReadingComprehension Strategies

Teachers will implement and model reading comprehension strategies to buildcritical thinking skills and eliminate frustration in the content area due to lack ofcomprehension.

Increased VocabularyDevelopment in SocialStudies

Vocabulary development will allow students to have a deeper understanding inSocial Studies and will provide general social language development.

Integration of Technology Teachers will use technology in a variety of ways to increase student engagement inlearning. This includes increasing the ability to do research and use online resourcesin the classroom on a regular basis.

SIOP Instruction SIOP (Sheltered Instructional Operational Protocol) in content areas is implementedin various levels. All teachers make content and language objectives accessible forstudents, designate and teach academic language, and correlate all lessons to statestandards.

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4.1.1. Strategy: Development of Global Perspective

Strategy Statement: Students will increase their understanding of the world from a global perspective.



Collins, H. Thomas, Frederick R. Czarra, and Andrew F. Smith, "guidelines for Global and InternationalStudies Education."

www.globaled.org/guidelines/guidelines.pdf



Map SkillDevelopment

2012-09-07

2013-06-14

Social Studies classroom teachers.

Multicultural DayActivity

2012-09-07

2013-06-14

Classroom teachers, elective and support professionals, andadministration.

4.1.1.1. Activity: Map Skill Development


Activity Description: Teachers will implement the use of more structured and specific map-based skillswithin the Social Studies content area.

Planned staff responsible for implementing activity: Social Studies classroom teachers.




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AmountActualAmount

Large Wall MapsTitle ISchoolwide

750.00

Nystrom US History Atlas- teacher reproducibles and classroom setof 30

Title ISchoolwide

539.00

Nystrom World Desk Atlas with teacher handbook and classroom setof 30

Title ISchoolwide

539.00

4.1.1.2. Activity: Multicultural Day Activity


Activity Description: Staff and students participate in celebration of cultures from around the world.Each homeroom will study and present on one specific culture.

Planned staff responsible for implementing activity: Classroom teachers, elective and supportprofessionals, and administration.





AmountActualAmount

Internet access for students General Funds 3,600.00 Library and Textbook resources with a focus on various countriesand region

Title ISchoolwide

500.00

4.1.2. Strategy: Implement Reading Comprehension Strategies

Strategy Statement: Teachers will implement and model reading comprehension strategies to build criticalthinking skills and eliminate frustration in the content area due to lack of comprehension.

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Harvey, Stephanie, and Anne Goudvis. Strategies that work: teaching comprehension for understanding andengagement. 2. ed. Portland, Me: Stenhouse Publishers :, 2007. Print.

Rasinski, Timothy V., and Nancy Padak. Effective reading strategies: teaching children who find readingdifficult. 3rd ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2004. Print.

Robb, Laura. Teaching reading in middle school. New York: Scholastic Professional Books, 2000. Print.

Sadler, Charlotte Rose. Comprehension strategies for middle grade learners: a handbook for content areateachers. 2nd ed. Newark, DE: International Reading Association, 2011. Print.


DateEndDate

Staff Responsible

Grouped Reading 2012-09-07

2013-06-14

Social studies classroom teachers under thetutelage of the reading specialist

Mini-lessons on ReadingComprehension Strategies

2012-09-07

2013-06-14

Social Studies teacher and reading specialist

4.1.2.1. Activity: Grouped Reading


Activity Description: Teachers will assign students to reading groups based on comprehension levelswhen reading Social Studies content. Students will use read alouds, paired reading, guided readinggroups, and literature circles.

Planned staff responsible for implementing activity: Social studies classroom teachers under thetutelage of the reading specialist




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AmountActualAmount

Reading Specialist Title I Part A 40,000.00

4.1.2.2. Activity: Mini-lessons on Reading Comprehension Strategies


Activity Description: Social Studies teachers will teach, model, and incorporate new reading strategiesthroughout the introduction of content each week. Students will be given opportunities to practice thestrategies while mastering the content within each lesson.

Planned staff responsible for implementing activity: Social Studies teacher and reading specialist





SourcePlannedAmount

ActualAmount

Literacy Workshop: 4092 Writing with the Experts in the CommonCore Era - 4


4.1.3. Strategy: Increased Vocabulary Development in Social Studies

Strategy Statement: Vocabulary development will allow students to have a deeper understanding in SocialStudies and will provide general social language development.



Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. Bringing Words To Life . New York: TheGuilford Press, 2002.

Ellery, Valerie. Creating Strategic Readers . Newark: International Reading Association, Inc., 2005.

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Marzano, Robert J. Stet, and Debra J. Pickering. Building Academic Vocabulary Teacher's Manual .Alexandria:Association for Supervision and Curriculum Development, 2005.

Templeton, Shane. Vocabulary their way: word study with middle and secondary students. Boston, MA:Allyn and Bacon, 2010. Print.

Tompkins, Gail E., and Cathy Blanchfield. Teaching Vocabulary: 50 Creative Strategies, Grades K-12 .Upper SaddleRiver: Pearson Education, Inc., 2004.



Scholastic New Magazine 2012-09-07

2013-06-14

Social Studies classroomteachers

School Wide Vocabulary 2012-08-27

2013-06-14

all teaching staff

Use leveled Readers for informational text andworkbook

2012-09-07

2013-06-14

Social Studies classroomteachers.

4.1.3.1. Activity: Scholastic New Magazine


Activity Description: Students will engage in reading and discussion of the articles in the ScholasticNews Classroom Magazine. Throughout the discussion the teacher will encourage the discussion of keyaspects of the article and the development of vocabulary found within the articles.

Planned staff responsible for implementing activity: Social Studies classroom teachers





SourcePlannedAmount

ActualAmount

Scholastic News Magazine, 5/6, Jr. Scholastic (depends on gradelevel).


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4.1.3.2. Activity: School Wide Vocabulary


Activity Description: Teachers will meet in grade level and content areas to select school widevocabulary to be implemented throughout the school year. Each week three new vocabulary words willbe introduced and incorporated in all classrooms.

Planned staff responsible for implementing activity: all teaching staff





AmountActualAmount

4.1.3.3. Activity: Use leveled Readers for informational text and workbook


Activity Description: Social Studies teachers will incorporate the use of leveled readers to teach contentand vocabulary on a weekly basis.

Planned staff responsible for implementing activity: Social Studies classroom teachers.





SourcePlannedAmount

ActualAmount

Harcourt Social Studies Ancient Civilizations Leveled ReadersCollection

Title I Part A 450.00

4.1.4. Strategy: Integration of Technology

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Strategy Statement: Teachers will use technology in a variety of ways to increase student engagement inlearning. This includes increasing the ability to do research and use online resources in the classroom on aregular basis.



"Charts, Tables, Graphs, and Diagrams: An Approach for Social Studies Teachers" The Social Studies(Washington D.C.)"Understand Our Changing World Through Mapping and GeoTechnologies" Joseph J. KerskiStennett, R. G. (1985). Computer-assisted instruction: A review of the reviews. London: The Board ofEducation for the City of London. (ERIC Document Reproduction Service No. ED 260 687).

List of Activities:Activity Begin Date End Date Staff ResponsibleIn-Class TechnologyActivities

2012-09-07

2013-06-14

Teachers, Paraprofessionals and TechnologySpecialist

4.1.4.1. Activity: In-Class Technology Activities


Activity Description: Teachers will use SMART Boards, projection systems, and classroom computersto engage students in the use of technology for research and exploration of Social Studies concepts. Useof Google Earth and typing programs.

Planned staff responsible for implementing activity: Teachers, Paraprofessionals and TechnologySpecialist




Bridge Academy West

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AmountActualAmount

Digital projectors for classrooms USAC - Technology 1,500.00 Highly functional Classroom computers Title I Schoolwide 1,200.00 SmartBoard Technology Title I Schoolwide 2,000.00 Study Island Program Title I Part A 5,000.00

4.1.5. Strategy: SIOP Instruction

Strategy Statement: SIOP (Sheltered Instructional Operational Protocol) in content areas is implementedin various levels. All teachers make content and language objectives accessible for students, designate andteach academic language, and correlate all lessons to state standards.



The SIOP is a research-based observation instrument that has been shown to be a valid and reliable measureof sheltered instruction (Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001). The SIOP is also usedas a model for lesson planning and implementation of high quality sheltered instruction. All features of theSIOP model are aligned with current research on instruction for ELs (see www.siopinstitute.net). In a studyexamining the effects of the SIOP Model on student achievement, students whose teachers implemented theSIOP model to a high degree in middle school classes outperformed those students in sheltered classeswhose teachers were unfamiliar with the model.

List of Activities:Activity Begin Date End Date Staff ResponsibleSIOP Training 2012-08-27 2013-06-14 Administration and SIOP team leaders

4.1.5.1. Activity: SIOP Training


Activity Description: Classroom teachers will receive beginning of the year and ongoing training andsupport relating to the use of SIOP within the classroom.

Planned staff responsible for implementing activity: Administration and SIOP team leaders

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AmountActualAmount

Response to Intervention for English Learners Virtual InstitutePD(Pearson)

Title II Part A 4,500.00

SIOP resources and materialsTitle ISchoolwide

600.00

SIOP Training: Virtual training Title II Part A 4,500.00

Goal 5: Writing Proficiency

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All Bridge Academy West students will improve writing proficiency.

Gap Statement: According to the data, Bridge Academy West students are not meeting the proficiency goal inwriting.

1. The fall 2011 writing MEAP data shows that 32% of students are proficient in writing, while 68% of studentsare not proficient. ELL/ESL students represent more than half of the population of students who were notproficient on the Writing MEAP.

2. The winter 2012 6-8 grade ELA EdPerformance data shows that 40% of students are not proficient in writing,while 60% of students are proficient. ELL/ESL students represent more than half of the population of studentswho were not proficient on the Writing EdPerformance test.

Cause for Gap: 1. Bridge Academy West has a high population of ESL/ELL students, representing over 52% ofthe student population. Of that percent, 37% of students began the school year without basic English languageskills. These students have not acquired enough English language to understand basic concepts in writing andtherefor do not perform to expectations. Data analysis suggests a correlation between the percentage of ESL/ELLstudents in low proficiency scores on standardized testing. Bridge Academy West lacks resources (ESL teachersand paraprofessionals) to support the ESL/ELL population.


3. Bridge Academy District has experienced high turnover rate over the last three years. At Bridge AcademyWest, half of the teaching staff for the current 2011-2012 school year have 2 or fewer years working in the school.

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Therefore, these teachers lack professional development in areas such as Sheltered Instruction ObservationProtocol (SIOP), differentiated instruction and Marzano's Strategies.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP, EdPerformance, 6 traits, Study Island, Sitton Spelling, rubrics, and local 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? To increase Writing MEAP by 5% and to increase EdPerformance/Scantronby 1.5 grade levels for at risk students and 1 grade level for at level and above students.

MEAP, EdPerformance/Scantron and local assessments will be analyzed consistently before, during and after theschool year. The data from assessments in writing will be used to guide instruction and will be used to indicateprogress in writing achievement.

Contact Name: Laura Monteer

List of Objectives:

Name ObjectiveWritingProficiency

Students will be able to improve on the writing process. All students will be able to implement oruse the six traits writing process to deepen their understanding of writing in all content areas andimprove performance as measured by an increase of 5% on MEAP, EdPerformance, and by 80% ofthe students in each class passing local assessments.

5.1. Objective: Writing Proficiency

Measurable Objective Statement to Support Goal: Students will be able to improve on the writing process.All students will be able to implement or use the six traits writing process to deepen their understanding ofwriting in all content areas and improve performance as measured by an increase of 5% on MEAP,EdPerformance, and by 80% of the students in each class passing local assessments.

List of Strategies:Name StrategyImplement the six traitswritng process

Teachers will implement and model writing traits to create a common vision of whatgood writing looks like.

Writing Mechanics Teachers will incorporate the mechanics of writing within their lessons to teachstudents how to make their writing precise and grammatically correct.

5.1.1. Strategy: Implement the six traits writng process

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Strategy Statement: Teachers will implement and model writing traits to create a common vision of whatgood writing looks like.



Culham, Ruth. 6 + 1 traits of writing: the complete guide, grades 3 and up. New York: ScholasticProfessional Books, 2003. Print.

Culham, Ruth. Traits of writing: the complete guide for middle school. New York: Scholastic, 2010. Print.

Spandel, Vicki. Books, lessons, ideas for teaching the six traits: writing in the elementary and middlegrades. Wilmington, MA: Great Source Education Group, 2001. Print.

Hollas, Betty. 6 ways to teach the 6 traits of writing. Peterborough, N.H.: Crystal Springs Books, 2006.Print.

List of Activities:Activity Begin Date End Date Staff ResponsibleAnalysis of Writing Pieces 2012-09-10 2013-06-14 ELA TeachersCommon Rubrics 2012-09-12 2013-06-14 ELA teachersGraphic Organizers and Thinking Maps 2012-09-12 2013-06-14 School wideMini Lessons on 6 Traits 2012-09-12 2013-06-14 ELA TeachersWriting Across the Curriculm 2012-09-10 2013-06-14 All Teaching Staff

5.1.1.1. Activity: Analysis of Writing Pieces


Activity Description: Teachers will provide writing samples to students as well as teach them how toevaluate and use a rubric when analyzing . The writing pieces will vary from level four to level one ofthe MEAP rubric, which will allow students to see quality writing as well as writing that needsimprovement.

Planned staff responsible for implementing activity: ELA Teachers

Actual staff responsible for implementing activity: ELA Teachers


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AmountActualAmount

5.1.1.2. Activity: Common Rubrics


Activity Description: Teachers will develop and share common rubrics according to grade levelexpectations. Students will receive rubrics at the beginning of a unit so they will know what is expectedof them. The rubrics will have details such as format, points, and expectations of the assignment.

Planned staff responsible for implementing activity: ELA teachers





AmountActualAmount

5.1.1.3. Activity: Graphic Organizers and Thinking Maps


Activity Description: Teachers will incorporate Graphic Organizers and Thinking Maps into the writingprocess in order to help students succeed. They help all children no matter what their learning style. Theschool wide use of Thinking Maps can effectively raise student achievement. Our purpose is to helpstudents transfer thinking processes and integrate their learning. We also use them to continuously assessstudent progress. Here are some ways Graphic Organizers and Thinking Maps help students.Ã¢ï¿½? Students become aware of the types of thinking they can apply to a text/assignment;Ã¢ï¿½? Students learn ways to organize information in a manner that makes sense to them;Ã¢ï¿½? Students have control over the way they want to think about the text/assignment;Ã¢ï¿½? Students can easily demonstrate their thinking;Ã¢ï¿½? Students have a strategy to determine the way the author is presenting information.

Planned staff responsible for implementing activity: School wide

Actual staff responsible for implementing activity: All Teaching staff

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AmountActualAmount

5.1.1.4. Activity: Mini Lessons on 6 Traits


Activity Description: Writing teachers will teach, model, and incorporate a new writing trait each week.Students will be given opportunities to practice each strategy within daily lessons.

Planned staff responsible for implementing activity: ELA Teachers





AmountActualAmount

Six Trait Teacher Books General Funds 3,000.00 3,000.00Six Traits Professional Development Title II Part A 2,400.00 2,400.00Write Source Student Books 6-8 General Funds 9,000.00 9,000.00

5.1.1.5. Activity: Writing Across the Curriculm


Activity Description: Teacher will collaborate and reserve writing prompts to support writing across thecurriculum. All content areas will incorporate writing into the classroom.

Planned staff responsible for implementing activity: All Teaching Staff



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AmountActualAmount

5.1.2. Strategy: Writing Mechanics

Strategy Statement: Teachers will incorporate the mechanics of writing within their lessons to teachstudents how to make their writing precise and grammatically correct.



Pennington, Mark. Teaching grammar and mechanics. Boise, Idaho: Pennington Pub., 2003. Print.

Applebee, Arthur N.. Grammar, usage, and mechanics book: McDougal Littell, teaching, more practice,application.. [Student ed. Evanston, Ill.: McDougal Littell, 2002. Print.

Weaver, Constance. Teaching grammar in context. Portsmouth, NH: Boynton/Cook Publishers, 1996. Print.

List of Activities:Activity Begin Date End Date Staff ResponsibleBell Work 2012-09-10 2013-06-14 ELA teachersLeveled Writing Groups 2012-09-10 2013-06-14 ELA teachersSitton Spelling 2012-09-14 2013-06-14 ELA teachers

5.1.2.1. Activity: Bell Work


Activity Description: Teachers will incorporate Daily Language Review Warm Up Practice (accordingto grade level) and Paragraph Editing as Bell work to increase student achievement on the MEAP andScantron.


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Actual staff responsible for implementing activity: ELA teachers




AmountActualAmount

Daily Language Review Warm Up and Paragraph Editing WorkBooks

Title ISchoolwide

200.00 200.00

5.1.2.2. Activity: Leveled Writing Groups


Activity Description: Teachers will level students into groups according to data and provideopportunities to practice their writing skills by using scantron worksheets, Focus MEAP workbooks, andStudy Island on-line assignments. Teacher will incorporate hands on and critical thinking activitieswithin the leveled groups.


Actual staff responsible for implementing activity: ELA teachers




AmountActualAmount

Focus MEAP Workbook Title I Schoolwide 3,500.00 3,500.00Study Island Subscription Title I Schoolwide 5,000.00 5,000.00

5.1.2.3. Activity: Sitton Spelling


Activity Description: Teacher will use Sitton Spelling Program once a week for students to improvetheir grade level spelling.


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AmountActualAmount

Sitton Spelling Professional Development Title II Part A 1,000.00 1,000.00Sitton Spelling Student Workbooks Title I Schoolwide 1,500.00 1,500.00

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Resource ProfileFunding Source Planned Amount Actual Amount

USAC - Technology $1,500.00 $0.00

General Funds $15,600.00 $12,000.00

Title I Part A $312,707.00 $0.00

Title I School Improvement(ISI)

$110,500.00 $0.00

Title II Part A $21,900.00 $3,400.00

Title I Schoolwide $75,928.00 $10,200.00

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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 a Schoolwide Reform Model,Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in theGoals information address all four measures of data: student achievement data, school programs/process data,perceptions data (must include teachers and parents; student data is encouraged), and demographic data.

1. How was the comprehensive needs assessment conducted?

The teachers analyzed student data and made our Gap Statements and Causes for Gaps from this data.

2. Summarize the results obtained from the comprehensive needs assessment and general conclusions drawnfrom those results. Include information from all four measures of data: student achievement, schoolprograms/process, perception and demographic. More specific information will be included in yourGoals/Objectives/Strategies and Activities.

Our students are low in language acquisition. This means that they have lower scores in reading andwriting which carries over into their math and science scores. Scantron and MEAP scores are belowexpectations due to this language barrier. We have been using an afterschool program (ACE), differentiatedinstruction, parent education classes, small ESL program, safety awareness/life skills (DARE), MEAPpreparation booklets, Scantron review

Schoolwide Reform Model

1. Describe the overarching, comprehensive, research-based concept/program that the school improvement

team is implementing in order to close achievement gaps of at-risk students and increase the academicachievement of all students.

Increase language acquisition of all students by using SIOP model, differentiating instruction, Scantronscores, objectives and resources to help ELL students reach grade level.

2. Describe how stakeholders were involved in the process of developing/selecting the reform model.

Through the use of Scantron, MEAP, DRA, ELPA and student observations we developed the reform modelfor the school.

Curriculum Alignment that Corresponds to the Goals

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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.

We use a program called ATLAS to determine the GLCE's that will be taught at each grade level. Thecurriculum is currently under review to help update it for the upcoming Common Core Standards and alsofor common assessments. The review process uses all certified/highly qualified teachers, administrators andcurriculum advisors to determine Power Standards that will go into effect in all GEE schools next schoolyear.

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

stakeholders are involved in the process.

Curriculum is designed by a group of teachers, administrators and advisors using State GLCE's andupcoming common core standards and benchmarks. Teachers determine instruction by data analysis. Weuse MEAP, Scantron, GEE expectations and Study Island data to decide what goals and objectives eachstudent needs to focus on and also what state guidelines dictate they need to learn at each level. Studentsare aware of their MEAP and Scantron scores and are held accountable for increasing their scores,attending class prepared and ready to participate.

Instruction by Highly Qualified Professional Staff

1. Provide an assurance statement that all teachers and instructional paraprofessionals are highly qualified OR

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

All core academic (reading, writing, math, science, physical education, special education, ESL and art)teaching staff is certified and highly qualified in the subject areas that they teach.

Strategies to Attract High-Quality, Highly Qualified Teachers to High Needs Schools

1. Identify the experience level of key teaching and learning personnel.

The average range of teaching experience for certified teachers is 2 years, with the majority of teachershaving 1-2 years of experience.

2. List the specific initiatives implemented at the district and school level for attracting/keeping high-quality,

highly qualified teachers to/in high needs schools.

Merit Pay initiatives, teacher and staff appreciation events, programs to advance teacher skills, MAPSAconference and convention.

3. Describe the rate of teacher turnover for the school.

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Being a new school, we have only had our staff in house for one school year. Out of the twenty-four teacherand paraprofessionals that we started the school year with, we had three teachers and one paraprofessionalthat took professional positions in other districts. This is a turnover rate of seventeen percent. We will notknow until the start of the next school year what this rate will be but we expect it to increase.

4. If the school has identified a high teacher-turnover rate list the specific initiatives implemented to try and

lower the rate. If the school does not have a high teacher turnover rate, enter "Not applicable" in the textbox.

No changes have been implemented to alleviate the expected turnover rate.

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, Strategies andSchoolwide Reform Model. The specific professional development activities must be included as Activities underthe Goals section. District professional development activities that align to the school's comprehensive needsassessment and Schoolwide Reform Model should also be included in the school-level Activities section.

Strategies to Increase Parental Involvement

1. It is critical that the school improvement team refers to the legislation included in the schoolwide schoolrubric as 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.

To increase parental involvement, we have offered ESL classes to adults after school. We held orientation,meet the Principal meetings, monthly newsletters, open house, and parent teacher conferences. Our schoolalso has a Parent University (PTA) to increase parental involvement in school activities. Lastly, we use theNext K12 system which allows parents to access students' grades and test scores.

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

2a. Design

SIP Committee or School Board meetings. Parents are also encouraged to volunteer in the school.

2b. Implementation

Parental requests are weighed and implemented based on administration and management company.

2c. Evaluation

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Parental surveys are bi-annual. Verbal feedback is also considered.

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

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

Parents are invited to conference with teachers and administration to review assessment results. If a parentdoes not speak English, he/she will have test results translated into their native language.

In addition to assessment results, student report cards and progress reports are reviewed in the samemanner and translated if needed.

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.

All parents are to sign a parent/student handbook at the beginning of the school year, which states that theyagree with the rules and regulations of the school concerning behavior and academics. If a parent does notagree with any part of the contract, he/she is invited to attend board meetings and/or Parent Universitymeetings.

At parent/teacher conferences, this handbook is used for documentation in situations where students disobeyto rules stated in the handbook.

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

Feedback about the student handbook and satisfaction of current parent involvement is evaluated throughparent surveys.

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

program.

Parents believe the school is located conveniently in the community. Parents also feel their kids are safe inthe school and their culture and identity is respected. Also, parents are happy the school building capacityfor them to be involved. They like the fact that all the school correspondence are sent in three languages:English, Arabic and Bangali. Although there a positives, there is still room for improvement. The parentswould like to see improvement on the gym and more extracurricular activities for the students. They are alsoasking Fridays to be half days and more discipline.

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.

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Preschool Transition Strategies

1. Describe preschool transition strategies (more than once a year visitation) and the training that is provided topreschool parents and/or teachers related to Kindergarten readiness skills. Describe other school leveltransitions that occur, if appropriate. If the school serves only middle school or high school grades, theschool may put a statement in the box that indicates this section is "Not applicable due to grade levelsserved".

Not applicable due to grade levels served

Teacher Participation in Making Assessment Decisions

1. Describe how teachers participate in making assessment decisions (Ex. selection, development, frequency).

In addition to standardized testing, teachers develop formal assessments based on individualized readiness.Testing is evaluated upon grade level and content area.

2. Describe how teachers are involved in student achievement data analysis to improve the academic

achievement of all students.

Several professional development meetings are held throughout the year to evaluate data and develop waysto differentiate content area objectives in the classroom; depending on each students' academic level.

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.

DRA testing, weekly AR testing, bi-annual Scantron assessment, monthly Study Island assessments, MEAPpreparation throughout school year, and MEAP testing annually.

Timely and Additional Assistance

1. Provide a summary of the effective, timely, additional assistance activities provided to students that are notmastering the State's academic achievement standards. These must also be included in greater specificity asActivities under the Goals section. Timely, additional assistance should include differentiation of instructionto meet students' individual needs within the classroom.

- Targeted instruction logs - review assessments completed by students to find which students did not masterthe GLCE. Based on the missing GLCE we provided extra instruction and reassess to see if they masteredthe GLCE.- Differentiated instruction - we split students into leveled groups to teach them missing knowledge.

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- ACE - afterschool program based on students who are below grade average attend 1 hour afterschool forextra instruction on mathematics and language arts.

2. Describe the identification process for students that are not mastering the State's academic achievement

standards.

- Scantron scores - students are tested 3 times during the school year to determine their progress andmissing GLCE's.- MEAP - helps determine missing GLCE's from previous to give teachers a starting point for differentiatedinstruction.- Classroom assessment - teachers regularly assess students based on GLCE's to determine if instructionwas effective or if teacher needs to re-teach the material.

Coordination and Integration of Federal, State and Local Programs and Resources

1. Include a list of State educational agency and local educational agency programs and other Federal

programs that will be coordinated in the Schoolwide program.

- Title 1- Title 2- Title 3- Section 31A- SIOP- RTI- Detroit Future Schools- Arab American Chaldean Council program to promote safety, self-esteem, and life skills.

2. Describe how federal, state and local programs and resources are coordinated to support the schoolwide

program and initiatives in your plan.

- Title 1and Section 31A - assists At-Risk students- Title 2 - professional development- Title 3 - ELL supports- SIOP - instructional program at helping to bridge the gap for ELL students.- RTI - school program to assist with At-Risk students.- Detroit Future Schools - bring media experiences and technology to students.

3. Describe how the school will use resources under Title I, Part A and from other sources to implement the

required ten schoolwide components.

- Title I, Part A is being used for the school wide component of Timely and additional assistance to studentshaving difficulty mastering standards, because it pays for paraprofessionals. All our paraprofessionals have90 college credits, which makes them Highly Qualified Professional Staff.- It also pays for resources for At-Risk students, which relates to the component Coordination andintegration of federal, state, and local programs.

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4. 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.

- Arab American Chaldean Council program to promote safety, self-esteem, and life skills.- Adult education in English- Nutrition program provides breakfast, lunch, and snacks on half days and after school.

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.

- Arab American Chaldean Council program to promote safety, self-esteem, and life skills.- Adult education in English- Nutrition program provides breakfast, lunch, and snacks on half days and after school.

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.

- We evaluate the SIP through monthly meetings.

2. Describe how the school improvement team determines whether the schoolwide program has been effective

in increasing the achievement of students who had been furthest from achieving the standards.

- We evaluate the achievement of students who had been furthest from achieving the standards throughstates tests such as Scantron and MEAP.

3. Describe how the school improvement team revises the plan, as necessary, based on the results of the

evaluation, to ensure continuous improvement of students in the schoolwide program.

- Teachers have to document the students that are not mastering GLCEs and re-teach the content objectives.- We revise the SIP based on student test scores.

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

that they can understand.

- School gets information based off of MEAP and Scantron scores.- Students know their progress in Scantron testing from conferences with held by teachers.- School holds conferences 2 times a year where assessments and grades are discussed with

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parents/guardians of students. Translators are available if necessary.- Teachers call home biweekly to inform parents of student's progress. Translators are available ifnecessary.

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.

The teachers and administrators work to create the SIP plan. The SIP plan is based off students need, whichis evident through tri-annual assessments. This then is reviewed by stakeholders such as parents, GEE, andthe school authorizer at the School Board Meetings.

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AssurancesEdYES!

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

Response: N/A (our school does not have grades 1-5)

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:

Educational Development Plan (EDP)

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

Response: No

Comments:

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

Response: No

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: No action taken

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: No, do not use a health education curriculum

Comments:

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

community.

Response: No

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: No

Comments:

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

Response: No curriculum

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: 150 minutes or more at elementary level, 225 minutes or more at middle/high level

Comments:

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

Response: Adopted policy, but not fully implemented

Comments:

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.

Response: Yes

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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: No

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:

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: Reviewed policy, but not yet adopted

Comments:

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: No

Comments:

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

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(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: No

Comments:

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

or perpetrators of violence.

Response: No

Comments:

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

Response: Yes

Comments:

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:

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

meetings.

Response: Yes

Comments:

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.

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Response: Yes

Comments:

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 no 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. Khalid Almasnaah Principal [email protected]

Ms. Stephanie StergiadisSIP CommitteeChair

[email protected]

Mrs. Kerry BitarSIP Member-Science

[email protected]

Mrs. Starr SleimanSIP Member-Math

[email protected]

Mr. Matthew TrericeSIP Member-Social Studie

[email protected]

Ms. Emilee MetcalfeSIP Member-Reading

[email protected]

Mrs. Laura MonteerSIP Member-Writing

[email protected]

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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: Mr. Khalid Almasnaah, Principal

Address: 3105 Carpenter, Detroit

Telephone Number: 313.462.6201

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 PlanSchool-Parent Compact

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bridge west sip plan

Documents