frontier international academy sip09

Frontier International Academy Public Charter School (6th - 12th Grade)

Chartered By

Bay Mills Community College

School-Wide School Improvement Plan

2009-2012

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TABLE OF CONTENTS SCHOOL .................................................................. 3 MISSION STATEMENT*REQUIRED STAKEHOLDERS* .................................................................... 4 2009-12 SCHOOL WIDE SCHOOL IMPROVEMENT PLAN COMMITTEE MEMBERS ................................................................................................. 4 SCHOOL STAFF ......................................................................................... 4 BOARD MEMBERS..................................................................................... 5 SCHOOL-WIDE PLANNING ......................................................................... 5 1. COMPREHENSIVE NEEDS ASSESSMENT ..................................................................... 6 SCHOOL DEMOGRAPHICS .................................................................................................. 7 POPULATION & COMMUNITY DEMOGRAPHICS ........................................................... 8 ASSESSMENT DATA: STANDARDIZED TEST SCORES ............................... 9 MEAP Scores 2005 - 2007 ....................................................................................................... 9 PROCESS DATA: ...................................................................................... 24 PERCEPTION DATA (Surveys): .................................................................. 25 PARENT SURVEY ................................................................................................................ 25 STUDENT SURVEY ............................................................................................................. 28 TEACHER SURVEY ............................................................................................................. 30 2. SCIENTIFICALLY RESEARCH-BASED SCHOOL WIDE REFORM STRATEGIES IMPLEMENTED .................................................................................................................... 36 SCHOOL IMPROVEMENT GOALS AND STRATEGIES* ... 39Error! Bookmark not defined. TARGET GOAL 1: WRITING .................................................................................................. TARGET GOAL 2: READING ............................................... Error! Bookmark not defined. TARGET GOAL 3: MATHEMATICS ................................... Error! Bookmark not defined. GOAL SUMMARY* .............................................................................................................. 50 BUILDING LEVEL DECISION MAKING* .................................................... 50 CURRICULUM ALIGNMENT* .................................................................... 50 3. INSTRUCTION BY HIGHLY QUALIFIED TEACHERS .............................................. 50 4. STRATEGIES TO ATTRACT HIGH QUALITY TEACHERS TO HIGH NEEDS SCHOOLS .............................................................................................................................. 52 5. HIGH QUALITY ONGOING PROFESSIONAL DEVELOPMENT* ............................. 53 TECHNOLOGY PLAN * .............................................................................. 54 6. STRATEGIES TO INCREASE PARENT INVOLVEMENT ........................................... 54 SCHOOL BOARD POLICY: RELATIONS WITH PARENTS* .......................................... 54 PARENTAL INVOLVEMENT AND UTILIZATION OF COMMUNITY RESOURCES* .......................................................................................... 55 PARENT TEACHER INVOLVEMENT COMMITTEE ....................................................... 57 PARENT INVOLVEMENT EVALUATION ........................................................................ 58 PARENT -STUDENT-EDUCATOR COMPACT ................................................................. 59 ROLE OF ADULT AND COMMUNITY EDUCATION, LIBRARIES AND COMMUNITY COLLEGES* ........................................................................ 60 OPPORTUNITIES FOR STRUCTURED ON THE JOB LEARNING*............... 60 7. PRESCHOOL TRANSITIONS ......................................................................................... 60 8. TEACHERS INVOLVED IN DECISIONS REGARDING ACADEMIC ASSESSMENTS................................................................................................................................................. 61 ALTERNATIVE/ AUTHENTIC METHODS OF ASSESSMENT*..................... 61

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9. ADDITIONAL ASSISTANCE PROVIDED TO LOW PERFORMING STUDENTS..... 61 TITLE 1 & AT-RISK 31A – Criteria for Selection ......................................... 63 10. COORDINATION AND INTEGRATION OF FEDERAL, STATE, AND LOCAL SERVICES AND PROGRAMS ............................................................................................. 64 CURRENT STATUS: NCA ACCREDITATION PROCESS ............................. 65 EVALUATION OF THE PLAN* ................................................................... 65

*Indicates elements of State School Improvement Plan as required by PA 25 found in the Revised School Code Act-Section 380.1277

GEE MISSION STATEMENT Global Educational Excellence offers an excellent education to the whole child by integrating multifaceted experiences in technology, interactive hands-on skills and social growth in a multi-cultural setting to succeed in a global society.

FRONTIER INTERNATIONAL ACADEMY

MISSION STATEMENT*

To Promote Lifelong Learning by Nurturing Academic Excellence, Positive Character, and an Appreciation of Cultures.

EDUCATIONAL BELIEFS

WE BELIEVE… Frontier International is founded on the conviction that education is the community’s most important source of equal opportunity, and each student, regardless of their ethnic, religious, or cultural background, deserves an education designed to promote greater knowledge, talent and ability. The school furthermore believes in the value of diversity and the concept that learning from and building upon our differences and uniqueness can be the strength of our continued growth as a community and as a nation. The core belief that underlies the instructional processes of the school is one that is based on the philosophy that every individual is capable of learning if provided with a safe environment for academic exploration and advancement.

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REQUIRED STAKEHOLDERS* The community of interest in Frontier International Academy is broad and in order to move effectively toward unified interests of all the effected members must be included in the creation, reviewing and implementation of the School Improvement Plan.w Our stakeholders include parents, teachers, students, administrators, and the school board of Frontier Academy. We recognize that a successful implementation requires the input of all of these groups. When the collaborative and deep connection is made with all of these communities, they can help us ensure that the standards and benchmarks of the core curriculum are observed in our school improvement plan.

2009-10 SCHOOL WIDE SCHOOL IMPROVEMENT PLAN COMMITTEE MEMBERS

Mr. Muhammed Sadek School Improvement Team Chair Ms. Mouna Abboushi Assessment Coordinator Mr. Khaled Abdulla Student Services Coordinator Ms. Fadia Beiz Arabic Teacher Mr. Mohamed Mackawee Arabic Instructor Dr. Harun Rashid Principal

Mr. Hafez Ibrahim Parent Member Dr. Ali Suleiman Ali Community Member

Mr. A.S.M. Rahman School Board President

Math Sub Committee Mr. Muhammed Sadek (Chair)

Ms. Chanel Maloney Mr. John Kapsokavathis Ms. Samantha Gorgon Mr. Mohamed Alghaithi

Reading Sub Committee Mr. Derek Ayers (Chair)

Ms. Kimberly Benedict Ms. Jessica Madden

Ms. Vera Jensen Ms. Amal Kashat

Mr. Matthew Santala Ms. Lindsay Wouczyna

Writing Sub Committee Ms. Tina Tackett (Chair)

Ms. Nicole Susewitz Mr. Patrick Sadler Ms. Laurie Cawley Ms. Sharada Sharp

Mr. Todd Huddleston

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SCHOOL STAFF Frontier International Academy employs full and part-time staff members. The Human Resource Department ensures that all core academic teachers are Highly Qualified by the end of the school year, 2006. School staff membership is as follows:

• 9 Classroom Teachers • 1 Special Education Teacher • 1 School Social Worker (Shared GEE employee) • 1 School Psychologist (Part-time - contracted) • 1 Speech pathologist (Part-time - contracted) • 1 Computer Instructor • 7 Paraprofessionals • 1 Administrative Assistant • 1 Clerical Support Staff • 1 ESL Teacher • 3 Arabic Instructors • 1 Art Teacher • 1 Library Assistant • 1 Health & Physical Education Teacher • 1 Principal • 1 Assistant Principal • 1 Safety Officer • 5 Auxiliary Support Staff (kitchen and custodial)

BOARD MEMBERS

President: Mr. A.S.M. Rahman Vice President: Mr. Syed Hoque Secretary: Mr. Ali Alhamdi Treasurer: Mr. Yunus Wasel Member: Mr. Ibrahim Suliman

SCHOOL-WIDE PLANNING As required by the No Child Left Behind Act of 2001 in Section 1114 (b) (1), the Frontier International Academy School Wide Plan includes the following components:

1. Comprehensive needs assessment 2. Scientifically research-based school wide reform strategies implemented 3. Instruction by highly qualified teachers 4. High quality ongoing professional development 5. Strategies to attract high quality teachers to high needs schools

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6. Preschool Transitions (Does not apply) 7. Strategies to increase parental involvement 8. Teachers involved in decisions regarding academic assessments 9. Additional assistance provided to low performing students

10. Coordination and integration of federal, state, and local services and programs.

1. COMPREHENSIVE NEEDS ASSESSMENT Each school year, the SIP Team conducts a comprehensive needs assessment by looking at the MEAP results and surveying teachers’ concerns. As part of the continuous improvement process, the SIP Team will meet at the end of each school year to dig deeper and perform ongoing comprehensive needs assessments. All MEAP and MME data is analyzed in the aggregate, as well as disaggregated for subgroup analysis. Based on our MEAP and MME test scores, we have identified the following needs for our school: Needs Assessment #1: Based on our disaggregated data, the large number of students who are not making levels 1 & 2 in our “White, not Hispanic Origin” reflect the large percentage of students who are English Language Learners. As a result of our high number of English Language Learners, our school has implemented Sheltered Instructional Observation Protocol (SIOP) and differentiated instruction as part of our Professional Development Plan. Our school has recognized that we need to focus the majority of our professional development trainings on learning strategies that will accommodate ESL students. Our needs assessment has identified the need for all staff members to be trained on applying useful instructional activities that will help ESL students learn. Needs Assessment #2: Based on our parent and student perception data, our families and students recognize and appreciate the school programs that we have in place at Frontier. However based on our disaggregated data in all subject areas, there is a need to enhance our daily instructional practices, programs, and resources to meet the learning needs of the large ESL and economically disadvantaged student population at Frontier. With that being said, we need to incorporate more ESL services in our math, science, social studies, and language arts, as well as our after school programs so that we can improve our overall test scores. Needs Assessment #3: The school’s test results demonstrate that we are below the state average across some grade levels and subject areas. Based on what the test results demonstrate, we have identified that we need to continuously work on our school goals for Reading, Writing, Mathematics, and Science. All of the objectives, interventions, and strategies identified are geared towards improving our student’s overall academic achievement. Our goals address the needs of the whole student population, particularly the large number of ESL students who attend our school. There is a need for Frontier to integrate more reading and writing into the school curriculum and across all subject

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areas. There is a need to reexamine our school curriculum to ensure that it meets the needs of our students: Supplemental curriculum resources geared towards helping ESL students are needed to help reach our school goals. The following demographic information, student achievement data, process data, and perception data has been used to complete this comprehensive needs assessment.

SCHOOL DEMOGRAPHICS Location We are located at 2619 Florian St. in Hamtramck, Michigan. Our authorizer is Bay Mills Community College and we were established in 2005. Total Number of Students Total number of students is 281.

Grade Level Numbers of Students

Grade Total # of sections 6th 20 1 7th 21 1 8th 44 2 9th 63 3

10th 56 2 11th 45 2 12th 32 2

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POPULATION & COMMUNITY DEMOGRAPHICS Hamtramck is a small urban community, surrounded by the larger city of Detroit. The city is only 2.2 square miles and is located within five miles of downtown Detroit. Hamtramck was originally settled by the French and later as farmland by German immigrants. In the early 1900s, with the introduction of the automobile industry, Hamtramck became an epicenter of Eastern-European migration due to the possibility of jobs within the new factories. In more recent years Hamtramck has continued to be a home for immigrants, lending to the city motto, “A League of Nations.” This diverse community is made up of citizens of Polish, Albanian, Bosnian, African, Bengali, Yemeni, Ukrainian, Hispanic, Asian, and various other descents. It was reported in a recent survey that twenty-six native languages are spoken by schoolchildren in Hamtramck. The racial makeup of the city is 60.96% White, 15.12% African American, 10.37% Asian, 0.43% Native American, 0.10% Pacific Islander, 1.14% from other races, 11.89% of two or more races, and 1.31% Hispanic or Latino of any race. The census of 2000 stated that there were 22,976 people, 8,033 households, and 4,851 families living in the city, with a population density of 4,204.3/km2 (10,900.5/mi2). The city has continued to experience “considerable” growth. The city culture, then, is very unique as it is a commingling of world cultures, with the backdrop of an urban center. Hamtramck is microcosm of an emerging world culture. It is dotted with historic Catholic churches, several mosques built by an ever-growing Muslim community, Hindu and Buddhist temples. Residents of the community interact with others of different languages, faiths, and heritages on a daily basis. The youth of Hamtramck, especially, influence one another with their diverse language, values, and customs. The 2000 census reported 36.9% of Hamtramck residents living below the poverty line. The median household income is $26,616, and the median family income is $30,496. The per capita income for the city is $12,691.27. 99% of students attending schools in Hamtramck qualify for free or reduced childhood education centers: one is a Montessori school and the other is public. There is also lunches under the Title I program. Hamtramck has one public school system consisting of one alternative education center, one high school, and three elementary schools. There are three elementary charter schools, with Frontier International Academy as the only chartered high school. There are no private schools. There are two early one other Adult Education facility that many adults attend to learn English.

ASSESSMENT DATA: STANDARDIZED TEST SCORES MEAP Scores 2005 – 2008; Grades 6-9

I. Reading

Grade 6 Reading 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 2% 11% 9% Level 1 Advanced 36% LEVEL 2 Met MI Standards 65% 51% 36% Level 2 Proficient 36% LEVEL 3 At Basic Level 19% 20% 45% Level 3 Partially Proficient 27% LEVEL 4 Apprentice 15% 18% 9% Level 4 Not Proficient 0% Grade 7 Reading 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 2% 6% 5% Level 1 Advanced 13% LEVEL 2 Met MI Standards 32% 54% 29% Level 2 Proficient 83% LEVEL 3 At Basic Level 17% 16% 32% Level 3 Partially Proficient 0% LEVEL 4 Apprentice 49% 24% 34% Level 4 Not Proficient 4% Grade 8 Reading 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 4% 10% 6% Level 1 Advanced 32% LEVEL 2 Met MI Standards 36% 35% 58% Level 2 Proficient 37% LEVEL 3 At Basic Level 32% 31% 22% Level 3 Partially Proficient 27% LEVEL 4 Apprentice 28% 23% 14% Level 4 Not Proficient 5% II. Writing

Grade 6 Writing 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 0% 0% 0% Level 1 Advanced 0% LEVEL 2 Met MI Standards 57% 40% 64% Level 2 Proficient 55% LEVEL 3 At Basic Level 34% 29% 18% Level 3 Partially Proficient 46% LEVEL 4 Apprentice 9% 31% 18% Level 4 Not Proficient 0% Grade 7 Writing 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 0% 0% 0% Level 1 Advanced 0% LEVEL 2 Met MI Standards 28% 34% 46% Level 2 Proficient 100% LEVEL 3 At Basic Level 60% 36% 46% Level 3 Partially Proficient 0% LEVEL 4 Apprentice 13% 30% 8% Level 4 Not Proficient 0%

Grade 8 Writing 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 2% 2% 4% Level 1 Advanced 0% LEVEL 2 Met MI Standards 30% 29% 56% Level 2 Proficient 76% LEVEL 3 At Basic Level 43% 25% 24% Level 3 Partially Proficient 17% LEVEL 4 Apprentice 24% 28% 16% Level 4 Not Proficient 7% III. English Language Arts

Grade 6 ELA 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 0% 0% 0% Level 1 Advanced 9% LEVEL 2 Met MI Standards 64% 44% 45% Level 2 Proficient 64% LEVEL 3 At Basic Level 21% 42% 45% Level 3 Partially Proficient 27% LEVEL 4 Apprentice 15% 13% 9% Level 4 Not Proficient 0% Grade 7 ELA 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 0% 4% 0% Level 1 Advanced 9% LEVEL 2 Met MI Standards 30% 48% 37% Level 2 Proficient 87% LEVEL 3 At Basic Level 21% 24% 42% Level 3 Partially Proficient 4% LEVEL 4 Apprentice 49% 24% 21% Level 4 Not Proficient 0% Grade 8 ELA 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards 4% 6% 4% Level 1 Advanced 20% LEVEL 2 Met MI Standards 35% 31% 58% Level 2 Proficient 51% LEVEL 3 At Basic Level 37% 25% 24% Level 3 Partially Proficient 25% LEVEL 4 Apprentice 24% 44% 14% Level 4 Not Proficient 5% IV. Math

Grade 6 Math 2005 2006 2007 2008 Level 1 Exceeded MI Standards 2% 6% 25% Level 1 Advanced 29% Level 2 Met MI Standards 46% 37% 58% Level 2 Proficient 36% Level 3 At Basic Level 35% 41% 8% Level 3 Partially Proficient 29% Level 4 Apprentice 17% 16% 8% Level 4 Not Proficient 7%

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Grade 7 Math 2005 2006 2007 2008 Level 1 Exceeded MI Standards 9% 6% 18% Level 1 Advanced 26% Level 2 Met MI Standards 13% 19% 24% Level 2 Proficient 39% Level 3 At Basic Level 45% 50% 42% Level 3 Partially Proficient 26% Level 4 Apprentice 34% 25% 16% Level 4 Not Proficient 9% Grade 8 Math 2005 2006 2007 2008 Level 1 Exceeded MI Standards 6% 6% 12% Level 1 Advanced 16% Level 2 Met MI Standards 26% 18% 35% Level 2 Proficient 35% Level 3 At Basic Level 38% 49% 41% Level 3 Partially Proficient 37% Level 4 Apprentice 30% 27% 12% Level 4 Not Proficient 12% V. Science Grade 8 Science 2005 2006 2007 2008 Level 1 Exceeded MI Standards 6% 8% 12% Level 1 Advanced 9% Level 2 Met MI Standards 23% 18% 49% Level 2 Proficient 56% Level 3 At Basic Level 47% 49% 29% Level 3 Partially Proficient 19% Level 4 Apprentice 23% 27% 10% Level 4 Not Proficient 16%

VI. Social Studies

Grade 6 Social Studies 2005 2006 2007 2008 Level 1 Exceeded MI Standards 25% 8% 8% Level 1 Advanced 7% Level 2 Met MI Standards 33% 37% 42% Level 2 Proficient 36% Level 3 At Basic Level 17% 37% 25% Level 3 Partially Proficient 7% Level 4 Apprentice 25% 18% 25% Level 4 Not Proficient 50% Grade 9 Social Studies 2005 2006 2007 2008 Level 1 Exceeded MI Standards 6% 12% 2% Level 1 Advanced 13% Level 2 Met MI Standards 44% 51% 14% Level 2 Proficient 47% Level 3 At Basic Level 42% 29% 37% Level 3 Partially Proficient 32% Level 4 Apprentice 8% 8% 47% Level 4 Not Proficient 8%

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MEAP/ MME Scores 2005 – 2008; 11th Grades Grade 11 ELA 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards N/A 0% 0% Level 1 Advanced 0% LEVEL 2 Met MI Standards N/A 13% 22% Level 2 Proficient 6% LEVEL 3 At Basic Level N/A 65% 44% Level 3 Partially Proficient 50% LEVEL 4 Apprentice N/A 22% 33% Level 4 Not Proficient 44% Grade 11 Writing 2005 2006 2007 2008 LEVEL 1 Exceeded MI Standards N/A 0% 0% Level 1 Advanced 0% LEVEL 2 Met MI Standards N/A 13% 0% Level 2 Proficient 6% LEVEL 3 At Basic Level N/A 70% 67% Level 3 Partially Proficient 67% LEVEL 4 Apprentice N/A 17% 33% Level 4 Not Proficient 27% Grade 11 Math 2005 2006 2007 2008 Level 1 Exceeded MI Standards N/A 0% 0% Level 1 Advanced 0% Level 2 Met MI Standards N/A 4% 5% Level 2 Proficient 3% Level 3 At Basic Level N/A 0% 14% Level 3 Partially Proficient 12% Level 4 Apprentice N/A 96% 82% Level 4 Not Proficient 83% Grade 11 Social Studies 2005 2006 2007 Level 1 Exceeded MI Standards N/A 4% 0% Level 1 Advanced 3% Level 2 Met MI Standards N/A 40% 41% Level 2 Proficient 47% Level 3 At Basic Level N/A 32% 14% Level 3 Partially Proficient 33% Level 4 Apprentice N/A 24% 45% Level 4 Not Proficient 17% Grade 11 Science 2005 2006 2007 2008 Level 1 Exceeded MI Standards N/A 0% 0% Level 1 Advanced 0% Level 2 Met Michigan Standards N/A 4% 5% Level 2 Proficient 10% Level 3 At Basic Level N/A 4% 23% Level 3 Partially Proficient 17% Level 4 Apprentice N/A 92% 73% Level 4 Not Proficient 73%

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Report Summary: Based on our 6th grade test results, we have seen a decrease in our math scores. However, our English Language Arts scores have increased significantly, especially in reading.

6th grade

M ath F all 08 Reading Fall 08 Writing F al l 08 ELA Fa ll 08 Soc. Std Fall 08

At g rade lev el & abov e 9 8 6 8 6

Be low g ra de le vel 5 3 5 3 8

0

1

2

3

4

5

6

7

8

9

10

7GEE‐Wael Yous ef

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Report Summary: Overall 7th grade scores increased dramatically in the areas of English Language Arts and Mathematics.

7 th g rade

Math F al l 0 8 R e ad i ng Fa ll 0 8 W r it in g Fal l 0 8 ELA Fal l 0 8

A t g rad e l ev el & ab ov e 15 2 2 2 3 22

B e lo w g ra de l e vel 8 1 0 1

0

5

1 0

1 5

2 0

2 5

13G EE ‐W ae l Y ous e f

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Report Summary: When comparing previous school years, our scores demonstrate growth, however, there is a definite need to continue to improve in English Language Arts and Math proficiency.

Report Summary: Based on these results, only have of our students demonstrate proficiency. There is a critical need for our

8 th g ra de

M ath F al l 08 R e ad in g Fal l 0 8 W ri ti n g F al l 08 E LA Fa l l 08 S c ie n ce F al l 08

A t g rad e l ev el & ab ov e 22 2 8 31 2 9 2 8

B e lo w g ra de l e vel 21 1 3 10 1 2 1 5

0

5

1 0

1 5

2 0

2 5

3 0

3 5

20G E E ‐W ae l Y ous e f

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school to improve in Social Studies.

Demographic Assessment Data

9 th g rade

60%

4 0%

So cial Stud ie sAt gr ad e l eve l & a bo ve B e low gra d e le ve l

23G EE ‐W ae l Yous e f

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Frontier Int. Academy Ed Performance Series Spring 2009

Reading & Math Tests Data

Grade

Reading Student Count

At or Above Grade Level

Below Grade Level

Grade 6 20 13 7

Grade 7 24 10 14

Grade 8 47 19 28

Grade

Math Student Count

At or Above Grade Level

Below Grade Level

Grade 6 20 3 17

Grade 7 24 5 19

Grade 8 47 3 44

PROCESS DATA In addition to analyzing assessments from outside, FIA has conducted an assessment of the basic processes and overall school climate from within. By completing a self assessment through AdvancED, the SIP team has identified both strengths and weaknesses which have been addressed by our needs assessment. Seven standards are measured through a total of 56 definitions of an effective school. Each definition is indicated as “Not evident,” “Emerging,” “Operational,” or “Highly Functional.” There are six standards in the AdvancED self-assessment were indicated as “highly functional” and therefore not addressed here. The area of greatest concern came under the standard of “Teaching and Learning,” which reads as follows:

The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

Develops and implements curriculum on clearly defined expectations for student learning: Operational Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning: Operational Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice: Operational Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity: Operational

Provides for articulation and alignment between and among all levels of schools: Operational

Implements interventions to help students meet expectations for student learning: Operational

Provides comprehensive information and media services that support the curricular and instructional programs: Operational Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program: Operational

Eight of Eleven definitions within the aforementioned standard were given a rating of “operational” rather than “highly functional.” Since this process data

indicates that ALL students are not being taught effectively the conclusion must be drawn that there are areas that need improvement. Based on these results, there are several School wide initiatives that are being implemented. These include the need for better ESL and differentiated instruction. In order to do this the school must require further teacher training in ESL and Differentiated Instruction. In addition, the learned practices must be implemented and monitored. These conclusions are addressed in both Needs Assessments 1 and 2. There is also a need for aligned curriculum and to address this need the school has begun a curriculum mapping project which tightly aligns the curriculum and assessments with the state benchmarks and standards. There is a need for more comprehensive technology to be available for staff and students and to that end the academy’s long term educational technology plan includes state of the art teaching and learning technology. This will need to include staff training and monitoring of the use of the available technology. 3. We have also identified a need to increase parental involvement on a regular basis within the school setting. According to our data collected during the Fall Parent-Teacher Conference, approximately 67% of our parents were present for this event. Research show that the more parents are involved in their child’s education, the more likely the child is to succeed in school (and in life). We plan to encourage parents to be more actively involved by providing more personalized invitations (letter, phone calls, emails, etc) and by having incentives to demonstrate our appreciation for their continued involvement.

PERCEPTION DATA (Surveys)

PARENT SURVEY There were 20 surveys returned by the parents. Parents rated 25 different statements regarding how they felt about their children’s education and school environment. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree.” The SIP team reviewed the Parent Survey and first looked at any statements that the parents disagreed with the most. The following areas were the most significant concerns: Statement % of Disagree

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

• The school is in good repair. 45%

• The school is kept clean 40%

• The school grounds are neat and attractive. 40% 25

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The survey results demonstrate that it is imperative for Frontier to increase parental involvement at the school. Furthermore, maintaining the school building is of great concern as well. Parents at Frontier also expressed their positive reactions to the school. Several statements received 90% or greater positive remarks in regards to certain areas. The following statements received the most positive outcomes. Statement % of Agree

• Teachers respect my child. 95% • Teachers are willing to take the time to help after school. 95% • My child is encouraged to do quality work. 90% • My child’s teacher shows concern about my child’s well-being. 85%

The vast majority of parents seem to be pleased with the teacher-student relationship as well as the educational opportunities available for students.

Frontier Academy Parent Evaluation

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

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Teacher Agree Undecided Disagree

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

74% 21% 5%

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

53% 42% 5%

Teachers feel valued and appreciated for their efforts 55% 40% 5% Additional comments:

Teacher Student Relationships

Teacher(s) respect my child. 95% 0% 5% Teachers set high but attainable goals for my child. 63% 37% 0% My child's teacher(s) are willing to take the time and help him/her before/after school.

95% 5% 0%

My child's teacher(s) are good role models. 55% 45% 0% My child's teacher shows concern about my child's well-being. 85% 15% 0% My child is encouraged to do quality work. 90% 5% 5% Additional comments:

Administration

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

42% 47% 11%

Additional comments:

Frontier Academy

My child is taught the necessary basic skills in their subjects. 79% 21% 0% The school provides learning activities to help my child with individual needs and interest.

63% 21% 16%

The school gives parents news about their child's accomplishments. 79% 16% 5% I am kept informed on how well my child is doing in school or of any problems he/she may be having.

55% 40% 5%

Overall, I feel very positive about having my child(ren) at Frontier Academy.

65% 20% 15%


Career Awareness for Students

My child knows what career he/she wants to go into. 74% 16% 10% My student knows what classes to take in order to achieve career goal.

63% 21% 16%


Security and Management

I feel my child is safe within Frontier Academy. 67% 22% 11% The school is kept clean. 30% 30% 40% The school is in good repair. 20% 35% 45% The school grounds are neat and attractive. 40% 20% 40% Additional comments:

Parent and Community-School Relationships

I attend school meetings/activities. 47% 27% 26% I help in the classroom or at school activities. 32% 16% 52% Additional comments:

Student Activities

My child takes part in school activities. 60% 30% 10%

My child uses the tutoring opportunities. 65% 10% 25%

STUDENT SURVEY 59 students representing all grade levels took an online survey which was setup using Zoomerang. The students rated 13 different statements regarding how they felt about various aspects of their school. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Undecided,” and “Disagree.” Based on the survey results, students agree that they have enough support in learning the English language. Furthermore, they feel respected by the school staff. The following areas received the most positive responses:

Statement % Agree o I have enough support in learning the English Language. 90% o My Principal treats me with respect. 84% o My teacher treats me with respect. 83%

The biggest concern for students was in regards to their choices in school. Only 42% of students feel they have choices in what they learn. 54% feel this is a good school. 1. When I am at school I feel safe.

Agree 42 72%

Undecided 13 22%

Disagree 3 5%

2. I feel this is a good school.

Agree 32 54%

Undecided 11 19%

Disagree 16 27%

3. I have choices in what I learn.

Agree 25 42%

Undecided 15 25%

Disagree 19 32%

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4. My teacher treats me with respect.

Agree 49 83%

Undecided 6 10%

Disagree 4 7%

5. My Principal treats me with respect.

Agree 49 84%

Undecided 5 9%

Disagree 5 9%

6. I am recognized for good work.

Agree 37 67%

Undecided 14 25%

Disagree 5 9%

7. I am challenged by the work my teacher asks me to do.

Agree 34 59%

Undecided 18 31%

Disagree 7 12%

8. The work I do in class makes me think.

Agree 43 74%

Undecided 12 21%

Disagree 4 7%

9. Students at my school treat me with respect.

Agree 34 59%

Undecided 15 26%

Disagree 10 17%

10. I have help for learning at home.

Agree 34 59%

Undecided 14 24%

Disagree 12 21%

11. What do you like about this school?

57 Responses 12. What do you wish were different at this school?

54 Responses 13. I have enough support in learning the English language to succeed in my classes.

Agree 53 90%

Undecided 7 12%

Disagree 1 2%

TEACHER SURVEY

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18 teachers took the online survey and rated 24 different statements regarding the school’s management. The items were accompanied by a rating scale consisting of three responses: “Agree,” “Other,” and “Disagree.” The SIP team reviewed the teacher surveys and found that overall, teachers feel positive about working at Frontier International Academy. Based on the survey results, the area that needs improvement is in regards to parental involvement. The teachers’ perceptions about parental involvement correlate to the parent survey results. The school’s goal for the 2008-2009 school year is to work towards improving parental involvement at Frontier. Another area of concern for teachers is in regards to the school’s image. Only 18% of teachers feel that the school is kept clean and in good repair. This is also another area that correlates with the parent survey results. The administration is aware of this problem and has planned to make improvements to the school facility. The following statements received a high number of “agree” responses, demonstrating the positive areas about our school.

Statement %Disagree o Teachers work as a team/have positive relationships. 100% o Disruptions to classroom learning and routines are kept to a 100%

minimum. o Classroom learning expectations are high. 94% o Teachers feel valued and appreciated for their efforts. 94%

1. Teachers work together as a team and have positive relationships

Agree 18 100% Disagree 0 0%

Other, please specify 0 0%

2. Teachers have high morale and feel positively about working at Frontier International Academy



3. Teachers have adequate support and materials to deal with individual learning needs of students.

Agree 12 67%

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Disagree 4 22% Other, please specify 4 22% 4. New teachers receive adequate orientation, support and mentoring

Agree 13 72% Disagree 2 11% Other, please specify 4 22% 5. Teachers feel valued and appreciated for their efforts



6. Teachers are empowered in policy and decision-making

Agree 16 89% Disagree 2 11% Other, please specify 0 0%

7. Teachers have adequate support in dealing with students who present challenging behaviors

Agree 15 83% Disagree 3 17% Other, please specify 1 6%

8. I am willing to help students before or after school.



9. Administration communicates expectations to faculty, staff, students and parents in a timely fashion.



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10. Communication between faculty and administration is frequent and effective

Agree 15 83% Disagree 2 11% Other, please specify 2 11% 11. Administration completes fair and meaningful evaluations of each employee


Other, please specify 4 22% 12. Classroom learning expectations are high, appropriate and achievable



13. Disruptions to classroom learning and routines are kept to a minimum



14. We encourage students to think about their future.


Other, please specify 2 12% 15. We help students plan for future classes/jobs.

Agree 14 82% Disagree 2 12% Other, please specify 2 12% 16. I feel the students and the staff are safe within the Academy.

Agree 16 94%

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Disagree 1 6%


17. The school is kept clean and in good repair

Agree 3 18% Disagree 13 76% Other, please specify 3 18% 18. Parents attend school meetings/activities.

Agree 6 35% Disagree 9 53% Other, please specify 3 18% 19. Parents help in the classroom or at school activities.

Agree 3 18% Disagree 12 71% Other, please specify 2 12% 20. I incorporate community resources within my classroom activities. If yes, please list

Yes 11 69% No 5 31% Total 16 100% 21. My students are able to take part in school activities.


Other, please specify 2 12% 22. My students use tutoring opportunities.



23. What do you like about this school?

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15 Responses 24. What do you wish were different at this school?

16 Responses

2. SCIENTIFICALLY RESEARCH-BASED SCHOOL WIDE REFORM STRATEGIES IMPLEMENTED The education program is grounded in the principles of Effective Schools Research, which was originally developed by Professor Ronald R. Edmonds, who served on the faculties of Harvard University and Michigan State University. Effective Schools Research recommends research-based school attributes that are associated with quantifiably improved student learning. By definition, an “Effective School” is an institution in which all children obtain at least the essential knowledge, concepts, and skills needed to be successful at the higher level. Within the Effective School, there are seven unique characteristics that correlate with school effectiveness. This academy has a clear mission statement, high expectations for the success of its students, instructional leadership, frequent monitoring of student progress, opportunities to learn and student time-on-task, safe and orderly environment, strong home relations, moral guidance programs, and a structured discipline program that is monitored by the Student Services Coordinator. The school’s core curriculum is research-based, reviewed, and aligned with state standards. In support of what is mentioned in our school improvement goals and strategies, the following school-wide reform strategies are currently implemented to help improve our overall student performance. All of these strategies are aligned with the findings of our needs assessment.

• School’s ESL Program – Students are “newcomers” are placed in an ESL classroom to learn the basics of the English language. When students have learned to apply essential English reading and writing skills, they are then placed in the mainstream classrooms.

• Grade & Subject Level Meetings – Once a month, our teachers collaborate together to analyze student assessment scores. Results from the MEAP, MME, ELPA, and Ed Performance are used to create an action plan for students who are most at risk of failing.

• SIOP – Once a month, teachers have a professional development training session that focuses on learning and mastering the SIOP model (Sheltered Instruction Observation Protocol). This model is currently used by all classroom teachers to help modify their instruction for English Language Learners. At our SIOP trainings, teachers are given collaboration time to discuss what is/is not working in their classrooms when teaching ESL students.

• Summer School – Students are referred to the summer school program by their core subject teachers. In this program, students receive intense instruction to help them avoid from being retained.

• After-School Tutoring Program – Although the program is open to all students at Frontier, it is mandatory for students who are performing poorly or most at risk of failing in school. The tutoring program is run by the school’s “highly qualified” teachers as well as our paraprofessionals.

• Academic Studies – Frontier provides this additional help to strengthen students’ reading and writing skills. Middle school, 9th, and 10th grade students are given this supplemental instruction.

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In order to determine the effectiveness each activity has in meeting the needs of the students, FIA has implemented a number of monitoring strategies. There are regular grade level and departmental meetings to discuss the implementation and monitoring of all strategies and activities. The monitoring strategies include:

• Detailed analysis of MEAP scores • Comparing content and grade level expectations to student work • Teacher-created local assessments • The use of rubrics to evaluate student writing samples, including essays • Ongoing writing journals • Electronic monitoring quizzes • Teacher observations • Administration and implementation of strategies from Professional

Development activities

State of Michigan School Improvement Planning Template

School: Frontier International Academy School Year: 2009-2010

Section I: Comprehensive Analysis Report on Student Achievement

Content Area: Reading (X) Active Goal (X) Maintenance Goal () Revised Goal Student Goal Statement: Overall student achievement in reading will increase by 10% as measured by the Fall 2010MEAP / Spring 2010 MME and the students will show a grade level improvement in reading from fall to spring as measured by Ed Performance. Statement of gap in student achievement (Need Statement): Although Middle School met the MEAP AYP goal, High School did not meet the current goal. Contributing Cause for the gap in student achievement: We have a high population of ESL and ELL students. Students are advanced to the next grade level regardless of their current reading level. List the multiple sources of data used to identify the gap in student achievement: Local assessments, MEAP, MME, and Ed Performance data, ELPA, and ACT.

Section II: Comprehensive Analysis Report on System Processes and Practices Listed below are the challenges from the Comprehensive Needs Assessment Strand reports, the EdYES! Report, the Standards Assessment Report or the Self Assessment Report that were aligned with this content area goal to be included in this School Improvement Plan. (These should be addressed as strategies/action steps in your SIP in Section III)

Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal: 30% of students will attain appropriate grade level vocabulary usage by May 2010 as measured by Ed Performance; 50% of students will apply comprehension strategies to non-fiction texts 75% of the time as measured by teacher-created assessments; All ELL students will increase reading skills by 1 proficiency level as measured by ELPA. For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: Authentic Assessments, MEAP, Ed Performance, MME, Local Math Tests, ELPA Strategy Statement: Each teacher will have an individual classroom library; Equip school library with current resources; Integrate technology in lesson delivery on a weekly basis; Incorporate SIOP into every classroom.

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Action Steps

Staff Responsible

Timeline for Activity

Resources Needed

Monitoring Plan

Evidence of Success Begin End Resource Source Amount

Develop / start an effective ELL program school-wide that includes SIOP that will address students’ literacy needs on a daily basis.

Administration; All Staff

August 2009

June 2010

School-wide system

Budget undetermined Administrators will monitor daily implementation and student achievement levels as measured by local assessments.

Implemented in daily lesson plans; local assessments used to inform instructional practices

Develop a classroom library for all classes to incorporate DEAR and or Book Club strategies during designated time.

Administration and teachers

July 1, 2009

June 2010

Reading materials 20 Book shelves with wheels/carts to rotate DEAR time in schedule

Budget 5,000. Reading materials ordered and distributed. Book Shelves ordered and distributed. DEAR time placed in schedule 2009

Classroom libraries available for DEAR time. DEAR time evident in schedule.

2 Computers with internet access installed in all Language Development classes specifically for student use.

Administration and Technology Team

July 2009 October 2009

Multimedia materials 16 computers

Technology provider

32,000. Computers purchased and installed

Daily student use as indicated by teacher lesson plans.

Purchase and implement

Administration, Technology

September 2009

June 2010

Software and books

Budget Renaissance

TBD Academic Service

Student participation

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Accelerated Reading Program

Team, and teachers

Learning Coordinator monitored monthly

Hire School Librarian

Administration Aug. 2009 June 2010

Librarian

Budget 50,000. Administration follow up

School Librarian hired.

Update School Library

Administration July 2009 June 2010

Library materials

Budget 30,000. Administration follow up

Fully functioning accessible library with a librarian

Other Required Information

What research did you review to support the use of this strategy and action plan? Classroom Instruction That Works: Marzano

What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action? Differentiated Instruction, SIOP, MCTM Conference and membership for all math teachers and Academic Service Coordinator; 6+1 Traits How has the school integrated its available fiscal resources to support this strategy and action steps? How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? Computer Lab use for Ed Performance Testing, reading software for teacher generated practice and assessments, pre-recorded novels.

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School: Frontier International Academy School Year: 2009-2010 Section I: Comprehensive Analysis Report on Student Achievement

Content Area: Writing (X) Active Goal (X) Maintenance Goal () Revised Goal Student Goal Statement: Overall student achievement in writing will show an increase of at least 10% as measured by standardized tests and all students will show progress in improving their writing skills within all subject areas using Six Traits Plus One Writing Program. Statement of gap in student achievement (Need Statement): Although a majority of students are currently proficient in the Middle School, the High School has not reached our goal according to MEAP and MME results. Contributing Cause for the gap in student achievement: We have a high population of ESL and ELL students. A lack of a common writing program or process across all grade levels and contents. List the multiple sources of data used to identify the gap in student achievement: Local assessments, MEAP, MME, ELPA and ACT data.

Section II: Comprehensive Analysis Report on System Processes and Practices

Listed below are the challenges from the Comprehensive Needs Assessment Strand reports, the EdYES! Report, the Standards Assessment Report or the Self Assessment Report that were aligned with this content area goal to be included in this School Improvement Plan. (These should be addressed as strategies/action steps in your SIP in Section III)

Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal: 50% of 11th graders will show an increase of 1 proficiency level as demonstrated by Spring 2010 MME; By June 2010, 30% of students will improve the overall presentation, organizational skills, and use of details of their writing by one level increase as measured by common rubrics. For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: Authentic Assessments, MEAP, MME, ELPA, and ACT

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Strategy Statement: Purchase and train all staff on effective delivery of Six Traits Plus One Writing Program.; Develop common rubrics to assess student use and progress; Increase student engagement and learning through the use of technological advances; Incorporate SIOP into every classroom. Action Steps

Staff Responsible

Timeline for Activity Resources Needed

Monitoring Plan




August 2009

June 2010 School-wide system

Budget TBD Administrators will monitor daily implementation and student achievement levels as measured by local assessments.


Purchase Six Traits Plus One Writing Program and Sitton Spelling

Administration July 1, 2009

August 2009

Instructional Teaching Materials

Six Traits Plus One Writing Program and Sitton Spelling

TBD Office staff to monitor order and purchase

Program purchased and received

train staff on effective delivery of Six Traits Plus One Writing Program and Sitton Spelling

Administration August 2009

June 2010 Professional Development with Six Traits Plus One Writing Program and Sitton Spelling

Six Traits Plus One Writing Program and Sitton Spelling

3,000. Training delivered during Friday Professional Development

Friday Professional Development Schedule

Implementing Six Traits Plus One Writing Program by all teachers and Sitton Spelling

All teachers English teachers

September 2009

June 2010 Traits Plus One Writing Program and Sitton Spelling material

Academic Service Coordinator

0. Academic Service Coordinator monitored weekly


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Purchase 4 Smart Boards

Administration July 2009 September 2009

Instructional Teaching Materials

Company 8,000. Office staff to monitor order and purchase

Smart Boards purchased and received

Other Required Information What research did you review to support the use of this strategy and action plan? Classroom Instruction That Works: Marzano; Six Traits Plus One Writing Program- http://www.nwrel.org/assessment/research.php?odelay=1&d=1; Rebecca Sitton Spelling Program - Http://www.sittonspelling.com/philosophy/Mid_Research_Synopsis.pdfWhat Professional Learning activities will you need to provide to support the successful implementation of this strategy/action? Differentiated Instruction, SIOP, IRA conference for all English teachers and the Academic Service Coordinator, Classroom Management strategies for teachers, training for staff on effective delivery of Six Traits Plus One Writing Program and Sitton Spelling. How has the school integrated its available fiscal resources to support this strategy and action steps? How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? Computer lab use for student generated writing pieces, writing software for teacher generated practice and assessments.

State of Michigan

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http://www.nwrel.org/assessment/research.php?odelay=1&d=1

http://www.sittonspelling.com/philosophy/Mid_Research_

School Improvement Planning Template School: Frontier International Academy School Year: 2009-2010

Section I: Comprehensive Analysis Report on Student Achievement

Content Area: Mathematics (X) Active Goal (X) Maintenance Goal () Revised Goal Student Goal Statement: Overall student achievement in mathematics will improve by at least 10% as measured by standardized assessments. Statement of gap in student achievement (Need Statement): Although some grade levels are exceeding our goal, students are underperforming in mathematics in other grade levels specifically 8th –12th grades. Contributing Cause for the gap in student achievement: We have a high population of ESL and ELL students. Students have not been given the chance to master prerequisites before advancing according to local assessments and Ed Performance data. List the multiple sources of data used to identify the gap in student achievement: Local assessments, MEAP, MME, Ed Performance data and ACT.


Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal: 60% of students will be able to successfully solve mathematical problems from real life situations, will demonstrate understanding of mathematical terminology, and demonstrate adequate mathematical computational skills appropriate for their level at least 75% of the time as measured by local assessments. Increase 8th grade mathematics to meet or exceed the Michigan AYP standard of 54% proficient. Increase High School mathematics to meet or exceed the Michigan AYP standard of 55% proficient. For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: Authentic Assessments, MEAP, Ed Performance, MME, Local Math Tests

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Strategy Statement: Students will do problem solving activities daily in all classes; Students will perform computational skills using real life settings and technology; Students will be given the opportunity to take remedial classes or leveled classes for additional practice based on individual areas of need; Incorporate SIOP into every classroom. Action Steps

Staff Responsible


Resources Needed

Monitoring Plan




August 2009

June 2010

School-wide system

Budget undetermined

Administrators will monitor daily implementation and student achievement levels as measured by local assessments.

Successful implementation of fully functioning / supported program, i.e., Implemented in daily lesson plans; local assessments used to inform instructional practices;

Remedial Math Class Based on student need according to Ed Performance scores and teacher recommendation.


June 2010

Instruction Teaching Materials

Teacher 50,000. 5,000.

Placed in schedule 2009

Student enrolment for both Middle and High School Students. Ed Performance Scores

2 Computers with internet access installed in each math class specifically for student use.


July 2009 October 2009


Technology provider



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Daily problem solving activities in each math class.

Math Teachers September 2009

June 2010

Teaching Materials

Teacher 500. Academic Service Coordinator monitored weekly

Teacher lesson plans

Other Required Information What research did you review to support the use of this strategy and action plan? Classroom Instruction That Works: Marzano

What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action? Differentiated Instruction, SIOP, MCTM Conference and membership for all math teachers and Academic Service Coordinator, Classroom Management strategies for teachers. How has the school integrated its available fiscal resources to support this strategy and action steps? How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? Purchase and use of graphing calculators, Computer Lab use for Ed Performance Testing, Math Software for Teacher generated practice and assessments.

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School: Frontier International Academy School Year: 2009-2010 Section I: Comprehensive Analysis Report on Student Achievement

Content Area: Science (X) Active Goal () Maintenance Goal () Revised Goal Student Goal Statement: Overall student achievement in Science will increase by 10% as measured by the Fall 2010 MEAP / MME – Spring 2010. Statement of gap in student achievement (Need Statement): There was an increase from 5% to 9% in MME scores from 2007 to 2008 proficiency level. 35% of 8th grade students were below proficiency levels in 2008 as measured by the MEAP. Contributing Cause for the gap in student achievement: We have a high population of ESL and ELL students. Lack of Science Lab and material limits students exposure to hands on Science experiments and activities. List the multiple sources of data used to identify the gap in student achievement: Local assessments, MEAP, MME, and ACT.


Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal: 20% of 8th and 11th grade students will improve standardized test scores by at least 1 proficiency level as measured by the MEAP and MME. For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: Authentic Assessments, MEAP, MME, Science Experiments in the Science Lab, ACT, and Local Science Tests. Strategy Statement: Develop and equip a fully functioning Science Laboratory; Integrate technology in lesson delivery on a weekly basis; Incorporate SIOP into every classroom.

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Action Steps

Staff Responsible


Resources Needed

Monitoring Plan




August 2009

June 2010 School-wide system

Budget undetermined Administrators will monitor daily implementation and student achievement levels as measured by local assessments.


Purchase and install a fully functioning Science Laboratory


August 2009

Instruction material

Budget TBD Administration fully functioning Science Laboratory in use by students

2 Computers with internet access installed in each Science class specifically for student use.


July 2009

September 2009


Technology provider



Other Required Information What research did you review to support the use of this strategy and action plan? Classroom Instruction That Works: Marzano What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action? Differentiated Instruction, SIOP, NSTA Conference and membership for all science teachers and Academic Service Coordinator; 6+1 Traits

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How has the school integrated its available fiscal resources to support this strategy and action steps? How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? Science software for teacher generated practice and assessments, microscopes, and 1 smart board.

GOAL SUMMARY* In order for Frontier International Academy students to make AYP and to succeed in all subjects in school as well as after they graduate from the Academy, the students must be successful in expressing their ideas in writing, comprehending their reading materials, and successfully working with mathematical problems so the Academy plans on working to improve these three areas. Based on the mathematics assessment data, all members of the Math Sub Committee have agreed on these interventions and activities. Although it may not be realistic for the short term, the committee would like to see at least 60% of students meeting or exceeding MI standards as a long term goal.

BUILDING LEVEL DECISION MAKING* The principal of Frontier International Academy and the school committees

work side by side for continuous self-reflection, goal setting and the overall betterment of the school. The staff will continue to benefit from weekly professional development meetings as well as grade level collaboration and planning. Due to the immense involvement of the staff, and the excellent communication of committee leaders, Frontier will be in a constant state of enrichment and transmission of new ideas. Although the principal of Frontier makes the final decision in the overall functions of the school, staff, parents and students are encouraged to present their ideas to administrators and the committees and are active partners in the decision making process.

CURRICULUM ALIGNMENT* Frontier International Academy’s core curriculum consists of: English Language Arts, Social Studies, Science, and Math. In additional to our core curriculum students receive instruction in physical education, art, computer technology, and Arabic. The curriculum has been aligned to the state grade level benchmark requirements. Curriculum templates and quarterly pacing guides, with performance objectives and corresponding benchmarks, are implemented in grades 6-11. Frontier International Academy’s staff is committed to using and revising the curriculum. The curriculum is evaluated each quarter and revisions are made in preparation for the next school year.

3. INSTRUCTION BY HIGHLY QUALIFIED TEACHERS

All teachers and paraprofessionals must meet Title I requirements.

The Human Resources department is currently only hiring teachers who possess the certification that qualifies teachers as highly qualified.

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Procedures are in place to document and record certifications. Teachers currently employed are assigned to positions that reflect their certification. Procedures are in place that place laid off and surplus teachers only in positions for which they would be considered highly qualified.

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

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

TEACHER CERTIFICATION

Position Certification Degree Highly Qualified

Status Grades 9-12

Social Studies Teacher

6-12 History (CC) Social Studies (RX)

Bachelor's degree Yes

Grades 6-8 Social Studies

Teacher

6-12 Social Studies (RX)

Master's degree Yes

Grades 9-12 Social Studies

Teacher

6-12 Psychology (CE) Social Studies

(RX)


6-8 English Teacher

6-12 Political Science (CD) English (BA)


9-12 English Teacher

6-12 Psychology (CE) English (BA)


9-12 English Teacher

6-12 English (BA) Speech (BD)

Master's degree Yes

9-12 English 6-12 History (CC) English (BA)

Master's degree Yes

9-12 Math Teacher 6-12 Political Science (CD)

Mathematics (EX)

Master's degree Yes

9-12 Math Teacher 6-12 Math (EX) K-8 SCC

Bachelor’s Degree

Yes

9-12 Math Teacher 6-12 Mathematics (EX)


6-8 Math Teacher 6-8 Mathematics (EX) Social Studies

(RX)


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9-12 Science Teacher

6-12 Science (DX) Mathematics (EX)

Master's degree Yes

9-12 Science Teacher

6-12 Economics (CA) Science (DX)


6-8 Science Teacher

6-8 Science (DX) Social Science (CX)


Special Education K-12 Learning Disabilities (SM)

Master's degree Yes

Art Teacher K-12 Art Education (LX)


ESL Teacher 6-12 ESL (NS) , Bilingual Chaldean (YP) Health (MA)


6-12 PE Teacher K-12 Physical Education (MB)


Title 1 Paraprofessional

N/A Associate’s degree Yes

Title 1 Paraprofessional

N/A Master's degree Yes

Technology Paraprofessional

N/A Bachelor’s Degree

Yes

4. STRATEGIES TO ATTRACT HIGH QUALITY TEACHERS TO HIGH NEEDS SCHOOLS All of the key instructional personnel at the academy are highly qualified. There is currently a 34% teacher turnover rate. The average level of teaching experience for the teachers is 4.6 years, 33% have Master’s degrees, and all have additional relevant experience in education.

The Academy has adopted the following strategies in an effort to attract high quality teachers, decrease teacher turnover and keep high quality teachers:

• Offering a competitive salary and benefits package. • On-line job recruitment and application • Attendance at University job fairs and advertisement in local newspapers • Yearly merit-pay opportunities • Providing a comprehensive orientation that facilitates a successful transition

into teaching. • Providing opportunities for all teachers to improve their instructional skills

through a comprehensive professional development program. • Including teachers in the continuous improvement planning process, and other

school initiatives and activities. • Incentive pay opportunities for school initiatives and activities

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• Tuition reimbursement program • Human Resources help for student loan forgiveness for those who meet the

requirements • Safe and orderly environment for teaching and learning • State of the Art technology for teaching and learning • Collaborative teaching team • Teacher mentoring program • Strong instructional leadership

5. HIGH QUALITY ONGOING PROFESSIONAL DEVELOPMENT* In accordance with section 1119 and subsection (a)(4), the academy provides high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents and other staff to enable all students in the school to meet the state’s student academic achievement standards. The results of the comprehensive needs assessment serve as the basis for the development and delivery of the professional development plan. Every Friday afternoon students are dismissed and teachers have set time for professional development. Professional development is an integral part of school improvement at Frontier International Academy. Opportunities for staff members to participate in professional development exist at many different levels and cover the vast range of the curriculum. The planning of the staff development is led by the educational leaders of the school and intended to meet the needs of staff, students and community. August through June the teachers participate in staff development on Friday afternoons. The agenda for the meetings range from grade level professional learning communities to discipline strategies. During these meetings, teachers work together on quarterly assessments, analyzing current data, grade level/core subject meetings, behavior plans, review of the school improvement plan, curriculum workshops, and first aid training. Teachers and staff are also informed of workshops offered outside the school. These workshops are based on the needs of effective classroom research-based teaching. Also once a month all staff trained on Sheltered Instruction Observation Protocol method for English as a Second Language Students. This program instructs all teachers in the appropriate teaching methods to use in the classroom to meet the needs of all students. The decision for the necessity of this training was made since a large majority of the students are English Language Learners. Staff will also continue the work by Modern Red Schoolhouse in their understanding of Differentiated Instruction and how to apply it to their lesson plans and classroom to help meet the needs of all students.

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TECHNOLOGY PLAN * Current Status Frontier International Academy works with a team of technology professionals and staff to develop and implement their Educational Technology Plan. The technology curriculum is based off of the K to the 8th power curriculum that combines academics with computer literacy. Currently we have a computer lab and the students in all grade levels are participating in technology classes. All teachers have a computer in their classroom and are provided with resources to integrate technology in their instruction. Attendance and reporting is done electronically and curriculum maps are web-based. The Educational Technology Plan is on file with MDE. Integration of Technology Staff at the academy will integrate technology into the curriculum as outlined in the goals and related activities of this School Improvement Plan. This includes software to enhance math skills with built in assessments, school newspaper, keyboarding classes, writing assignments, online pen pals, use of accelerated reader (reading program on the computer), and use of other reading software.

6. STRATEGIES TO INCREASE PARENT INVOLVEMENT

SCHOOL BOARD POLICY: RELATIONS WITH PARENTS*

The Board of Directors believes that the education of children is a joint responsibility, one it shares with the parents of the Academy. To ensure that the best interests of the child are served in this process, a strong program of communication between home and the Academy must be maintained. The parents have the right to participate in the education of their children as well as the ultimate responsibility for their children’s in-school behavior, including the behavior of students who have reached of majority, but are still, for all practical purposes, under parental authority. In accordance with Board policies and administrative guidelines 2240 (Opt-Out), 2413/14 (Health/Sex Education), and 9150 (Academy Visitors), the Academy shall provide the opportunity for parents to review curriculum and instructional materials and to visit the Academy to observe the instructional process. With regard to student behavior, during school hours, the Board, through the Educational Service Provider/School Leader, acts in loco parentis or in place of the parents. The Board recommends that the following activities be implemented to encourage parent-Academy cooperation:

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A. parent-teacher conferences to permit two-way communication between home and school:

B. meetings of staff members and parents of those students having special abilities, disabilities, needs, or problems; and

C. open houses to provide parents with the opportunity to see the Academy facilities, meet the faculty, and sample the program on a first hand basis.

For the benefit of children, the Board believes that parents have a responsibility to encourage their child’s career in school by:

A. supporting the Academy in requiring that the children observe all Academy rules and

regulations and by accepting their own responsibility for children’s willful in-behavior;

B. sending children to school with proper attention to their health, personal cleanliness, and dress;

C. maintaining an active interest in the student’s daily work and making it possible for the student to complete assigned homework by providing a quiet place and suitable conditions for study;

D. reading all communications from the Academy, signing, and returning them promptly when required; and

E. cooperating with the Academy in attending conferences set up for the exchange of information of the child’s progress in school. *This is the complete school board policy relevant to parental involvement

PARENTAL INVOLVEMENT AND UTILIZATION OF COMMUNITY RESOURCES* Because research indicates that the leading predictor of student success is parental involvement, the academy includes parents in every aspect of the education program. The academy realizes the value of improving parent involvement at the school. For this reason, Frontier has coordinated several events to welcome parents in becoming involved at the school. In addition, the academy seeks to involve parents in the development of school wide school improvement. Parent representatives participate in school improvement planning meetings whenever possible. There are some barriers that include lack of transportation and non-English speaking parents. To address these barriers the meeting times and locations are planned to accommodate parent representatives. Translators are also included as needed. The results of parent perception surveys are reviewed and considered each year and updates are made based on the results. Parental input at all parent teacher conferences and meetings is considered and included in the school improvement decisions. Below is a list of strategies/events that Frontier is currently implementing and planning in order to increase parental involvement:

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• Open House: At least twice during the school year families are invited to

attend an Open House. At this event, parents have the opportunity to learn more about the teachers and school curriculum.

• School-Wide Title I Parent Meetings • Art Show: Directed by the art teacher. Parents are invited to view their

children’s art pieces that are on display in the school. • Ice Cream Social: A family fun event where both parents and students are

invited to come to school to eat ice cream and play educational games. • Four days of Parent Teacher Conferences: Parents are scheduled to come

to the school to meet with teachers and discuss any academic concerns they may have about their children. In order to improve the success rate of families attending parent-teacher conferences, the school made it mandatory for parents to come to the school to pick up their children’s 1st and 3rd quarter report cards.

• Coffee with the Principal: The principal invites parents to come to the school to openly talk about any school & student related topics and to present information about how to help increase student achievement.

• Translated Parent Memos: The school accommodates the high number of families who don’t speak, write, or read English by translating all school memos in Arabic and Bengali. Furthermore, if parents request to have important school documents (e.g. report cards or application forms) translated, the school will immediately honor these requests for our families. We have several staff members who are readily available to translate any school documents.

Parenting workshops: • “Parenting with Love and Logic.” • How to Help Your Child Succeed in School • Understanding the Benchmarks and Standards

At each of our parent functions, we require parents to sign-in and the level of parent involvement is evaluated based in part, on the participation at these functions. When the school notices that a small number of families have participated in a certain event, the staff then collaborates on more effective approaches that will help overcome the barriers and welcome and convince parents to attend our future school events. In addition, parents were also invited to attend a Student Council sponsored morning basketball tournament at the neighboring elementary school. The high school students are in the community at other charter schools tutoring students who are struggling in learning English. Through the Physical Education department the Mobile Dentist is visiting the school to provide free dental services to our students. The Arab Chaldean Council will be doing training on a variety of current health issues. Administrators and teachers continue to meet and communicate with parents to inform and involve them of the school and their students’ activities.

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Frontier International Academy employs staff including teaching, paraprofessional, clerical, and janitorial positions held by residents of Hamtramck and the surrounding community. Parent Communication Teachers communicate with parents and families both formally and informally. Through progress reports, report cards, weekly letters, and notes home, parents are notified of academic progress as well as behaviors. Likewise, teachers communicate in person directly and by phone.

Parent – Teacher conferences permit two-way communication between home and school Meetings of staff members and groups of parents of those students having special abilities, disabilities, needs, or problems

• Translators and written communications are available for all of the Academy’s ESL students and families

As assessments are given and results are available the academy staff and teachers work together on a common form of communication with parents by holding meetings on how to read and decipher their child’s test results. Since most parents have a gap in their academic language interpreters are available to help understand the results in their native language.

PARENT TEACHER INVOLVEMENT COMMITTEE

The school governance structure relies on significant parental input and cultivates a close working partnership between staff and parents. In addition, parents are asked to volunteer time in various ways, including classroom, as well as membership in various school committees.

• Special events of a cultural, ethnic, or topical nature which are initiated by parent groups, involve the cooperative effort of students and parents, and are of general interest to the school or community.

• Annual open house to provide parents with the opportunity to see the school facilities, meet the faculty

• Parent liaison to involve parents in an organized, ongoing and timely way in the development, review, and improvement of parent involvement activities by way of the Parent Teacher Involvement Committee (PTIC)

Coffee and Donuts with the principal, and school assemblies In cooperation with the Parent Teacher Involvement Committee, the school desires to promote parental participation in the educational success of the students. Some options are membership on the school improvement team, room parent, tutoring, coaching athletics, assisting with field trips, creating relationships with the business community, donating materials to the school, and fundraising.

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It is apparent that educating parents in the process of helping students achieve by improving parenting skills in relation to sharing in the supervising of homework and seeing that students complete assignment is an intricate part of the process. Explanation of MEAP results are done at the Parent-Teacher conferences with the staff available if translations are needed. It is essential that every effort be made to improve communication with parents by including them in the total process.

Parents are provided the opportunity to participate in School Improvement Planning.

o In an effort to better include parent input, we will be recruiting parents to collaborate in future SIP evaluations and developments.

Parents are invited to participate and/or volunteer in their child’s classroom. In addition, the Parent Involvement Committee allows parents to make suggestions and meet as a group.

Health and human services are made available through direct communication in newsletters home and specific postings on the community board. For example, Washtenaw Community Services group makes hearing and vision screening available to students.

Community involvement strategies are evaluated through conducting and evaluating surveys.

PARENT INVOLVEMENT EVALUATION Teachers and administrators consistently reflect upon the parent involvement and consider alternatives and changes regularly. Discussions at grade level meetings include addressing barriers to successful parental involvement and strategies to address those barriers. The staff would like parental involvement in the education of the students to be consistent throughout the school. At a school level, parent participation in school-wide events is documented and tracked throughout the year. Following each event, Academy administrators discuss and evaluate the level of parent involvement. School letters and information in monthly Academy newsletters ensures that parent involvement remains strong. As a staff at Friday professional development meetings we continue to evaluate parent involvement and its impact on the school wide planning and improved student achievement. Administrators continually meet to discuss alternatives and changes that may need to be made to ensure strong parent participation.

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PARENT -STUDENT-EDUCATOR COMPACT We, the Frontier International Academy (FIA) staff, parents, and community guide each child in achieving his or her greatest potential by providing a diversity of experiences which integrates excellence in education with the child’s individual abilities and unique talents. We share the responsibility, in a safe and secure environment, for student acquisition of academic, creative, emotional, physical and social skills necessary for entering society as contributing members. We strive to enhance each child’s experience at FIA by continually assessing and evaluating the attainment of these goals as measured by descriptive outcomes. All parents and students receive the Academy’s Parent-Student-Educator Compact, which was developed collaboratively with the staff, parents, and administration of the academy. It is reviewed at least annually by the entire school improvement team which includes at least one parent, and is updated as needed. The compact is presented to parents at the Open House. In addition, all teachers discuss the compact with parents at the initial parent teacher conference to ensure an understanding of the responsibilities of parents, students, and educators. Parents, students, and teachers are asked to sign the following compact: Parent/Guardian Agreement It is important to have my child reach his/her full academic potential and succeed. Therefore, I will encourage him/her by doing the following items that are checked: ___ see that my child attends school regularly and is punctual. ___ establish a time and a place for homework. ___ supervise the completion of homework and home activities with my child. ___ support the school staff and respect the diverse cultures of the school. ___ promote and environment at home so my child understands that living in a group, whether it be a family or classroom, requires standards of behavior and cooperation, and that one must accept the consequences of one’s actions ___ model respect by going to the teacher first about any concerns, trying to keep lines of communication open, and understanding that there are two sides to every issue ___ limit and monitor my child’s TV and movie watching ___ encourage English and Arabic daily reading at home ________________________________________: Parent/Guardian Signature Student Agreement I believe it is important that I work to the best of my ability. Therefore, I will: ___ come to school every day and be in class on time ___ have quality homework completed and turned in on time ___ bring the materials that I need to every class ___ always try to work to the best of my ability and ask for help when I need it ___ show respect for myself, my school, other students, and belongings ___ follow the rules at my home and school ___ believe that I can learn and I will learn _______________________________________: Student Signature Professional Educators As a professional educator, I will do the following, along with all other Frontier International Academy staff: ___ provide an environment conducive to learning

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___ have high expectations for me and my students, by using methods and techniques that work for my classroom ___ maintain open lines of effective communication with my students and their parents, in order to support student learning ___ seek ways to involve parents in classroom activities ___ provide enriched and challenging instruction that is aligned with state core curriculum ___ respect the students, their parents, and the diverse cultures of the school ___________________________________________: Teacher Signature

ROLE OF ADULT AND COMMUNITY EDUCATION, LIBRARIES AND COMMUNITY COLLEGES*

Frontier International Academy is striving to expand our use of community education and local colleges and universities.

• Our Physical Education Department works with the department at Wayne State University to provide various types of physical educational programming that could not be accomplished at the Frontier building site.

• Students are dual enrolled at Wayne County Community College so they can achieve college credit while attending high school.

• Hamtramck Public Library sends representatives to the school to provide library education to our students as well as information about upcoming events and tutoring that is offered at the library.

OPPORTUNITIES FOR STRUCTURED ON THE JOB LEARNING* Frontier International Academy is dedicated to not only educating students in academics, but also preparing them for the world outside of school. Therefore, Frontier International Academy will strive to make meaningful ties between academics and the real world. In the curriculum ties are made between what the students are learning and how it relates to the real world. For example, in math class students are not only taught algebra but how the concepts of algebra apply to everyday living. Students participate in a Career Day which is held at the school in the spring. In collaboration with local resources such at the AACC, students interview with local companies for summer employment either paid or volunteer.

7. PRESCHOOL TRANSITIONS Frontier International Academy is 6th grade through 12th grade. Tthis requirement does not apply.

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8. TEACHERS INVOLVED IN DECISIONS REGARDING ACADEMIC ASSESSMENTS The academy has implemented measures to include teachers in the decisions regarding the use of academic assessments. Throughout the entire school year, teachers are involved in student achievement data analysis to improve the academic achievement of all students. Once a month, teachers are given collaboration time during their grade/subject level meetings to analyze both standardized and classroom assessment data. Based on the data, a team consisting of classroom teachers, ESL and Special Education teachers, and appropriate administrators collaborate together to create action plans for those students who are most at risk of failing.

ALTERNATIVE/ AUTHENTIC METHODS OF ASSESSMENT* Frontier International Academy relies on a number of assessments of student achievement, skills and competencies beyond the national and state standardized tests. Some of the additional assessment tools are:

• Teacher Created Tests • Teacher Observation and discussions • Student projects, presentations and demonstrations • Journals • Performance-based Assessments • Workbooks and Practice Books • Portfolios • Authentic Assessments • Lab exploration

As Frontier looks ahead to the next school year staff will be developing common standardized quarterly assessments to effectively monitor students’ growth and needs.

9. ADDITIONAL ASSISTANCE PROVIDED TO LOW PERFORMING STUDENTS The academy has implemented activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be identified both by test scores and teacher recommendations. Several times throughout the school year, the school conducts CST (Child Study Team) meetings to identify low performing students and to also discuss recommended interventions. Teachers implement a great deal of differentiated instruction in order to provide assistance to low performing students. Modern Red School House is currently working closely with the staff to help them become fluent in differentiated instruction.

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Listed below are school resources/programs that our school currently provides for low performing students:

• ESL Program – The ESL teacher works closely with the staff to help accommodate ESL students in mainstream classrooms.

• Special Education Services – A Resource Room is available for students who may need additional help during school hours.

• Social Services – A school social worker comes in on a regular basis to help students who are referred to the program. Most of the students in the program are identified as “special needs” students and are also most at risk of failing in school.

• According to IEP’s. various services are required to assist special needs students, i.e., - Psychological Services, Speech and Language Therapy.

• Summer School – Students who perform poorly during the school year are required to attend summer school to recover their high school credits and/or to avoid retention.

• After School Tutoring – Tutoring services are provided after school for all of Frontier’s students. After school tutoring is mandatory for students who are falling behind in a core subject class.

• 21st Century Community Learning Center activities are available Monday-Thursday 3-5:45 p.m. and Fridays Noon – 3 p.m.

• Paraprofessionals – Frontier hires paraprofessionals who have a strong background in helping students. Paraprofessionals provide extra assistance in the classrooms to low performing students. All of our paraprofessionals are bilingual, which makes them extremely helpful in accommodating our large ESL student population.

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TITLE 1 & AT-RISK 31A – Criteria for Selection Criteria of Selection of Title I Students

There are three basic criteria for students to receive Title I funding at Frontier International Academy. The criteria listed apply to all grade levels.

2. Students who test below the 40th percentile on standardized tests.

3. Any student who receives a 3 or 4 on the MEAP. (6th – 9th and 11th)

4. Teacher’s recommendation.

Criteria of Selection of 31A/At Risk Students

A student may qualify for At Risk funding if they meet one or more of the criteria listed below. 1. Students who test below 40th percentile on standardized tests.

2. Any student who receives a 3 or 4 on the MEAP in math, science or language

arts.

3. Teacher’s recommendation.

Students who score above 40th percentile on standardized testing but have one or more of the following will still be eligible for services.

1. Behavior difficulties

2. Chronic attendance problem

3. Parent neglect or abuse

4. Parent abuse of drugs or alcohol

5. Parent incarcerated

6. Economically disadvantaged

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10. COORDINATION AND INTEGRATION OF FEDERAL, STATE, AND LOCAL SERVICES AND PROGRAMS

The various funds/resources the school receives are integrated to fulfill the implementation needs of the School-wide Improvement Plan. The following chart describes all the funds available to the school including the programs and services that are provided with the funds, and the amount of funding from each source.

RESOURCE INTEGRATION

Grant Services Provided Population Served

Total Amount of Funding 2007-08

Total Amount of Funding 2008-09

Special Education IDEA Flowthrough

Contracted Services for Special Ed. Students, Special Education Resource Room staffed with HQ Special Education teacher

Students with active IEP’s

$18,538 $23,152

Safe and Drug Free Schools

Implementation of Positive Action Curriculum and Michigan Model.

Grades 6-12 $3,424 $3,533

31A-At Risk After school programs, Summer School Program, supplemental materials

Identified students; Grades 6-12

$173,140 $153,264

Section 41A Newcomers ESL and bilingual support/instruction combined programs

English Language Learners

$10,587 Not Available yet

Title I, Part A Paraprofessionals, English Language Arts Specialist, ESL support, Parental Involvement support, supplemental materials

Grades 6-12 $267,644 $291,661

Title II A Professional Development All Staff $39,4878 $37,264 Title II D Computer Software Programs for

Differentiated Instruction All Staff and students

$2,515 $2,511

Title III ELL instructional assistance and materials

English Language Learners

$34,291 Not Available yet

Title V Computer software to integrate technology

Grades 6-12 $1,956 Not Available

Bay Mills Community College Grant

Resources to enhance English Language Arts instruction

Grades 6-12 $2,000 $2,000

Total $553,582 $513,385

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CURRENT STATUS: NCA ACCREDITATION PROCESS Frontier International Academy applied to NCA to start the accreditation process and received accreditation during the 2006-07 school year.

EVALUATION OF THE PLAN* The Frontier International Academy and School Wide School Improvement Team will annually evaluate the Plan to ensure that the strategies and activities are being fully implemented and that there is progress toward meeting the goals and objectives. Monthly meetings are scheduled to revise and improve the plan. The evaluation of the plan begins with the assessment of student’s performance on formative and summative assessments that include local common assessments, Ed Performance, the MEAP and MME, and other tests. Reexamination of the objectives taught and the item analysis of student performance year’s work gives a clear picture of changes that need to occur to address the challenges. Parents’ suggestions for school improvement are received at conferences and from feedback from the year end surveys. Data from student surveys and staff surveys is included in the school improvement process and is used to enhance and update the school improvement plan. The school board reviews the School-Wide School Improvement Plan each year and provides input and direction as the plan is evaluated. Teachers discuss the effectiveness of the strategies and activities as well as barriers to success. The School Wide Improvement Team evaluates the plan and makes decisions for changes and updates based on the all of the data and evidence available.

frontier international academy sip09

Documents

school demographics

school staff

schoolwide planning

school improvement goals

table of contents school

target goal

assessment data

goal summary