Special Note
The purpose of the SIG application is to have a clear and understandable picture of the implementation plan that the LEA intends to put into place and accomplish. In order to do this, an LEA may find it necessary to add more narrative to their plan to clearly articulate the ideas represented in the application. Please feel free to add such narrative.
LEA Application SIG GRANT--LEA Application
APPLICATION COVER SHEET
SCHOOL IMPROVEMENT GRANTS (SIG)
Legal Name of Applicant:Muskegon Heights Public Schools / Applicant’s Mailing Address:
2603 Leahy Street
Muskegon Heights MI 49444
LEA Contact for the School Improvement Grant
Name: Kathryn Curry
Position and Office: Principal of Muskegon Heights High School
Contact’s Mailing Address: 2441 Sanford Street, Muskegon Heights MI 49444
Telephone: 231-830-3701
Fax: 231-830-3534
Email address:
LEA School Superintendent/Director (Printed Name):
Dr. Dana Bryant / Telephone:
231-830-3221
Signature of the LEA School Superintendent/Director:
X______/ Date:
LEA School LEA Board President (Printed Name):
Avery Burrell / Telephone:
Signature of the LEA Board President:
X______/ Date:
The LEA, through its authorized representative, agrees to comply with all requirements applicable to the School Improvement Grants program, including the assurances contained herein and the conditions that apply to any waivers that the State receives through this application.
GRANT SUMMARY
ISD/RESA Name:
Muskegon Area Intermediate School District / District Code: 61- 020
ISD Code: 61-000
FY 2010
School Improvement Grant – Section 1003(g)
District Proposal Abstract
For each of the models listed below, indicate the number of Schools within the District/LEA intends to implement one of the four models: attach the full listing using form below in Section A , Schools to be Served, and the criteria for selection as attachments to this grant.
Close/Consolidate Model: Closing the school and enrolling the students who attended the school in other, higher-performing schools in the district.
Transformation Model: Develops teacher and leader effectiveness, implements comprehensive instructional programs using student achievement data provides extended learning time and creates community-oriented schools.
Turnaround Model: Replace principal and at least 50% of the staff, adopt new governance, and implement a new or revised instructional model. This model should incorporate interventions that take into account the recruitment, placement and development of staff to ensure they meet student needs; schedules that increase time for both students and staff; and appropriate social-emotional and community-oriented services/supports.
Restart Model: Close the school and restart it under the management of a charter school operator, a charter management organization (CMO) or an educational management organization (EMO). A restart school must admit, within the grades it serves, any former student who wishes to attend.
LEA Application Requirements
A. SCHOOLS TO BE SERVED: An LEA must include the following information with respect to the schools it will serve with a School Improvement Grant.From the list of eligible schools, an LEA must identify each Tier I, Tier II, and Tier III school the LEA commits to serve and identify the model that the LEA will use in each Tier I and Tier II school. Detailed descriptions of the requirements for each intervention are in Attachment II.
Note: Do not complete information about Tier III at this time.
SCHOOL
NAME / NCES ID # / TIER
I / TIER II / TIER III / INTERVENTION (TIER I AND II ONLY)
turnaround / restart / closure / transformation
Muskegon Heights High School / Yes / YES
Note: An LEA that has nine or more Tier I and Tier II schools may not implement the transformation model in more than 50 percent of those schools.
B. DESCRIPTIVE INFORMATION: An LEA must include the following information in its application for a School Improvement Grant. LEA’s are encouraged to refer to their Comprehensive Needs Assessment (CNA) and District Improvement Plan (DIP) to complete the following:
Provide a narrative description following each of the numbered items below for each school the LEA plans to serve with School Improvement Grant funds.
1. For each Tier I and Tier II school that the LEA commits to serve, the LEA must:
· Describe the process the LEA has used to analyze the needs of each school and how the intervention was selected for each school. (Detailed descriptions of the requirements for each intervention are in Attachment II.) The LEA must analyze the needs of each Tier I, II or III school using complete and consistent data. (Attachment III provides a possible model for that analysis.) (Note: Do not complete analysis for Tier III at this time.)
The high school was a Targeted Assistance school when it was encouraged last year to try the accelerated Title I School-wide process. The team worked during the summer and was given Title I School-wide status without having to make any changes in the application. This reflects how data was used to develop the comprehensive needs assessment and the building school improvement goals and processes.
A school leadership team, representing all departments, meets monthly as the leaders of the school improvement process. Much of that process has centered on collecting data from MME/ACT and IOWA test results. These results are used by the school leadership team and the departments to determine school improvement goals and strategies to accomplish those goals.
The high school had chosen Modern Red Schoolhouse to assist them with restructuring and Mrs. Linda Edwards, the Modern Red facilitator worked closely with the high school staff in developing common assessments so data could be analyzed by staff to make informed decisions about instruction. During the past year, department teams have been developing common assessments and some of the first ones were used this spring.
The ELA and Math Instructional Coaches developed an assessment tool for our incoming ninth graders for the fall of 2010. This is the first time a pre-assessment has been done and data used to determine the math and ELA courses these students will have in the fall. This pre-assessment was the basis for placing students in the newly implemented extended learning (double blocks) for ELA and math courses.
The district and building leadership carefully considered the four intervention models and examined the pros and cons of each one. After much discussion and review of current and past data, the transformation model was selected as the most appropriate model for the high school.
There are several reasons for this choice:
· An interim principal had been in-place during the 2009/2010 school year, and hiring a replacement skilled in instructional and organizational leadership would meet the criteria for hiring a new principal. This goal was accomplished with the hiring of Mrs. Kathryn Curry, who has turn-around experience, effective May 1, 2010.
· The building has a number of newer teachers; more than one third have between one and four years of experience. These teachers are willing and anxious to improve student achievement and with their commitment and strong building leadership, the transformation model made sense.
· Third, over the past two years, with the work of Modern Red Schoolhouse, many structures and procedures have been put in place to support the focus on increasing student achievement.
· The building has strong leadership and support from the Muskegon Area Intermediate School District to assist the high school in increasing student achievement.
· Describe how the LEA has the capacity to use school improvement funds to provide adequate resources and related support to each Tier I and Tier II school identified in the LEA’s application in order to implement, fully and effectively, the required activities of the school intervention model it has selected. (Data and process analysis to assist the LEA with this application may be found in the Sample Application (Attachment III) for each school and in the District Improvement Plan (Attachment IV). In the Rubric for Local Capacity, (Attachment V) local challenges are indicated by the categories “getting started” or “partially implemented.”
Muskegon Heights Public Schools curriculum office works closely with the high school to support the alignment of the curriculum with the MME and to ensure that the written curriculum is the taught curriculum.
The district strongly supported the development of curriculum maps to align the written and taught curriculum for all high school teachers.
Working toward the development of common assessments and better use of data to make informed decisions about instruction has been supported through professional development opportunities.
Professional development based on the high school’s school improvement plan has been embraced by the curriculum office. This has allowed the high school to focus on professional development needs defined in the school improvement plan.
To increase data for the high school, the IOWA test was added for 9th and 10th graders. This gives the high school continuous data for grades 9 through 12.
The district encouraged the high school to move from being a Title I targeted assisted building to being a Title I school-wide building. This has allowed the high school to serve more students.
· If the LEA is not applying to serve each Tier I school, explain why it lacks capacity to serve each Tier I school.
If an LEA claims lack of sufficient capacity to serve each Tier I school, the LEA must submit written notification along with the School Improvement Grant application, that it cannot serve all Tier I schools. The notification must be signed by the District Superintendent or Public School Academy Administrator and the President of the local school board. Notifications must include both signatures to be considered.
The notification must include the following:
ü A completed online Michigan District Comprehensive Needs Assessment indicating that the district was able to attain only a “Getting Started” or “Partially Implemented” rating (link below) in at least 15 of the 19 areas with a description of efforts to improve.
ü (http://www.advanced.org/mde/school_improvement_tasks/docs/edyes_report_template.doc
ü Evidence that the district lacks personnel with the skills and knowledge to work with struggling schools. This includes a description of education levels and experience of all leadership positions as well as a listing of teachers who are teaching out of certification levels
ü A completed rubric (Attachment V) scored by the Process Mentor team detailing specific areas of lack of capacity
2. For each Tier I and II school in this application, the LEA must describe actions
taken, or those that will be taken, to—
· Select external providers from the state’s list of preferred providers;
Muskegon Area Intermediate School District
The high school has been working closely with the Muskegon Area Intermediate School
District and feels strongly they should be our external provider for the following reasons:
They are knowledgeable about our current challenges
They have worked well with the building leadership
They will provide the necessary consultation, resources, and support
The Michigan Principals Fellowship
The high school has participated with The Michigan Principals Fellowship for the past
four years and has confidence in their ability to:
Provide leadership in building instructional cohesion,
Develop teacher and principal leadership skills,
Provide on-going quality professional development
· Align other resources with the interventions;
The School Improvement and the Title I School-wide Plan are in alignment with the
strategies, tools, and resources identified in this document.
· Modify its practices or policies, if necessary, to enable its schools to implement the interventions fully and effectively (Attachment VI is a rubric for possible policy and practice changes)
· Sustain the reforms after the funding period ends.
The focus of this grant, beyond increasing student achievement and attendance is to build the capacity of the building leadership, staff, students, and parents to sustain the changes made during the grant period.
Most of the grant dollars are being used for instructional coaches to assist teachers in improving their instruction, their use of data, and their skills in working as a professional learning community. These skills can be maintained and deepened after the grant period.
The on-going staff development is designed to build the capacity and the confidence of the staff in improving student achievement and motivation.
Using the Muskegon Intermediate School District (MAISD) as the external provider provides long term stability for the high school. MAISD will continue to be a resource for the building’s leadership and staff long after the grant ends.
Another aspect of sustainability comes from the planning to implement a family resource center at the high school. This will provide on-going support for students’ mental, emotional, academic, and physical needs.
4. Include a timeline delineating the steps to be taken to implement the selected intervention in each Tier I and Tier II school identified in the LEA’s application. (Attachment VII provides a sample rubric for principal selection if the LEA chooses an intervention that requires replacement of the principal.)
· Fall 2010 –
o Introduce/implement new attendance and truancy policies
o Introduce/implement a new school theme and expectations for students and staff
o Implement new student and staff handbooks with clear academic and procedural expectations
o Implement an E2020 lab to expand student learning opportunities. This was piloted in the summer school program that began July 6, 2010.
o Implement double block classes for students who are critically deficient in math and ELA.
o Continue staff training in differentiating methods and class management.
o Departments will begin using one common planning period a week as a professional learning community to examine data, problem solve instructional issues and co-construct lesson plans, model lessons, and study “best practice” strategies and techniques. These professional learning communities will be planned and facilitated by our content area instructional coaches.
o Expand the role of the Student Intervention Team to provide timely and critical support to students who have academic or emotional needs. This team will meet weekly to discuss student referrals and develop a plan of action.
o Implement a Dropout Prevention Team focused on attendance data and working to insure that delinquent students are in school on a regular basis.
o Implement monthly meetings with an external advisory team made up of experts in the areas of focus in the grant.