School Improvement Plan International Academy

School Improvement Plan International Academy Bloomfield Hills School District Ms. Lynne Gibson, Principal 1020 E Square Lake Rd Bloomfield Hills, MI 48304-1957 Document Generated On August 15, 2016 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 6 Notable Achievements and Areas of Improvement 7 Additional Information 9 Improvement Plan Stakeholder Involvement Introduction 13 Improvement Planning Process 14 School Data Analysis Introduction 17 Demographic Data 18 Process Data 21 Achievement/Outcome Data 24 Perception Data 30 Summary 35 School Additional Requirements Diagnostic Introduction 39 School Additional Requirements Diagnostic 40 2016 September Goals and Plans Overview 43 Goals Summary 44 Goal 1: All Diploma Students will improve their skills for IB Internal Assessments. 45 Goal 2: All students will have the opportunity to engage in the classroom in a variety of teaching styles that address the diversity of learning styles in the classroom. 45 Goal 3: All MYP Students will participate in a interdisciplinary unit. 47 Goal 4: All 9th and 10th grade students will be assessed by MYP standards based criteria 48 Activity Summary by Funding Source 50 School Improvement Plan International Academy Introduction The SIP is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable. SY 2016-2017 Page 1 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. School Improvement Plan International Academy Executive Summary SY 2016-2017 Page 2 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. School Improvement Plan International Academy Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY 2016-2017 Page 3 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. School Improvement Plan International Academy Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? The International Academy is a public, tuition-free high school of choice for students of 14 Oakland County school districts collaborating in consortium with university and business partners. Commencing with 9th grade, it provides a unique blend of rigorous academic standards, practical and career-related learning as well as personal development opportunities. There are currently about 1500 students across the three campuses. The school prides itself on the diversity of our staff and students who bring together a rich background of interests, perspectives, traditions and languages. The International Academy is a Shared Educational Entity with 14 different districts in Oakland County, Michigan. The three campus of the International Academy are the IA East in the Troy School District, IA West in the Huron Valley School District and the IA Okma in the Bloomfield Schools District. These three districts serve as the fiscal agents for each of the campuses housed within their school district boundaries and/or property. As a Shared Education Entity all districts participate in the Sending Scores Back policy. As an International Baccalaureate certified high school, the IA offers the full International Baccalaureate diploma program to all of its students and functions as the first all IB diploma public high school in North America. The IA opened its doors in August, 1996, and graduated its first diploma candidates in May, 2000. In 2012, the IA received its Middle Years Programme (MYP) authorization for grades 9-10. The MYP is designed for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and to the real world. It fosters the development of skills for communication, intercultural understanding and global engagement, qualities that are essential for life in the 21st century. The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme. The IB Middle Years Programme: -addresses students' intellectual, social, emotional and physical well-being -enables students to understand and manage the complexities of our world, and provides them with the skills and attitudes they need in order to take responsible action for the future -ensures breadth and depth of knowledge and understanding through the study of eight subject areas -requires the study of at least two languages to support students in understanding their own culture and that of others -provides the opportunity for students to undertake an independent project into an area of interest. MYP assessment standards are consistent around the world. In order to maintain the rigour for which the IB is renowned, the MYP assessment model is criterion-related. Teachers structure varied and valid assessment tasks so that students can demonstrate achievement according to objectives defined by the IB. Tasks are assessed against established criteria, not against the work of other students. The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme, has gained recognition and respect from the world's leading universities. The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they: SY 2016-2017 Page 4 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. School Improvement Plan International Academy -develop physically, intellectually, emotionally and ethically -acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups -develop the skills and a positive attitude toward learning that will prepare them for higher education -study at least two languages and increase understanding of cultures, including their own -make connections across traditional academic disciplines and explore the nature of knowledge through the programme's unique -theory of knowledge course -undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay -enhance their personal and interpersonal development through creativity, action and service Some of the unique challenges are that these students are coming from 50+ different public/private middle schools. Standards and expectations vary from community to community. For example, the IB program puts inquiry, critical thinking and research skills at the center of the program model. The Personal Project (10th grade) and the Extended Essay (12th grade) have high research and information literacy expectations. Many communities have eliminated the media specialist position and closed school libraries, leaving the students with a very basic level of research skills. The media specialists have to teach a sequence of lessons to put every student on equal footing to prepare them for IB research requirements. Educational technology is integrated into every course in some way. Every teacher has an online Moodle course designed to supplement and enrich their in-person class. Email and social media are used to communicate with students to send out reminders, review material and assignments. We are able to offer our students over 800 reference eBooks, 50+ research databases and thousands of print books at each campus. The Virtual Library is available to students 24/7 year round. The library is at the core of the curriculum, providing research and supplemental materials to our students. The IB Learner Profile is the focus

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