sRo STATE SCHOOL REFORM/REDESIGN OFFICE M chigan Departmeni ofTechnology, Management and Eudget

2016 Cohort Reform/Redesign Plon Tronsformotion Model

East English Village Preparatory Academy ENTER NAME OF SCHOOL

Detroit Public Schools Community District ENTER NAME OF DISTRICT Transformation Model Cohort 2016 lntroduction Schools identified in the bottom 5 percent of public schools in the State of Michi8an are required to submit a Reform/Redesign (RR) plan to the State School Reform Officer. MCL 380.1280c (2) requires the plan to be su bmitted within 90 days after being placed under the supervision of the State School Reform/Redesign Officer. The RR plan should be developed to be implemented for three consecutive school years after the initial planning year.

Directions . Use MS Word to draft and edit each item, a maximum of 325 words are allowed per item, cut and paste the text into the fillable form fields for each requirement. . Provide a copy of any addendums to collective bargaining agreements necessary to implement the plan. . Acquire the signature on the final page before submitting. o Complete all requirements and submit by Monday, May 1,2017 to the State School Reform RedesiSn office (SRo) at DTMB-SRoplans@ michisan.sov. . Questions can be directed to Jill Baynes, Office Coordinator, at (517) 284-6972 or bavnesi@ michisa n.pov

PART A: REFORM TEAM PERSONNET Please list the individuals involved in the development of your Reform/Redesign plan. Use a separate line to list each individual, and include name, title or role, and email contact information. Charlene Mallory, Principal Martin O'Neill, Assistant Principal Nadonya Muslim, Assistant Principal Kenneth Hall, Assistant Principal Dr.Willie White, Assistant Principal Hallie.Jones, Teacher/SlP Chair Patricia Eubanks, Teacher/SlT Ninochk Griffin, Teacher/SlT Laura Beamon, Teacher/SlT Lauren West-Morton, Teacher SIT Michael Gaston, Teacher, SIT Genise Turner, Teacher SIT PART B: TEACHING AND LEARNING PRIORITIES State two or three "big ideas" for your Reform/Redesign plan that are intended to change teaching and learning l, woysthot promote student growth inyourschool. Statewhatdata were used to identify these ideas.

The three big ideas for our reform/redesign plan is the incorporation of KHAN academy and USA test Prep software and supplemental services which include afterschool tutoring. We did not have these strategies to use lastschool year. We need to incorporate more rigorwithin ourcurriculum. The data that was used was the Fall 2015/2016 and Wintet 2076l2Ol7 NWEA/MAP data. Thisdata provided a current assessment of where we are to date pertaining to achievement and growth.

PART C: DEVELOP/INCREASE SCHOOT TEADERSHIP AND TEACHER EFFECTIVENESS

8lg-qjrcI!-g!!_t1: Replace the Principal and increase leadership capacity at the school. lndicator 1A: ln your response, describe how the district has taken the following actions:

(a) a new principal has been hired that has turnaround competencies, or

(b) the current principal has turnaround competencies, or llPage (c) a principal with turnaround competencies will be hired before the end of the planning year

lndicator 1B: Describe how the district will increase leadership capacity.

1A- Detroit Public Schools Community District {DPSCD) is committed to placing turnaround leaders in all Priority schools. charlene Mallory was identified as a key leader to lead this school because of her ability to focus on early wins by implementing professional learning communities and effective leadership teams. She has a core focus on instruction and academic achievement. She has the capacity to decipher systemic barriers and make strategic adjustments to align with instructional and academic needs. She is able to identify academic trends within the school's data and promote data dialogue within a collaborative team to address achievement gaps for school improvement. She was also chosen because she continuously reflects on practices, current systems and most important, student achievement. Ms. Mallory is able to rapidly make needed adjustments based on current research and data. She also has the ability to cultivate innovation and possesses leadership skills to create an environment that breaks away from organizational norms and directly align the needs of their individual school site to promote academic gains.

18- DPSCD will develop a differentiated series of professional development to build and enhance site-based leadership capacity. Job embedded professional development will be given to each priority school principal and the members of the Instructional Leadership Team (Leadership coaches, principal mentors and consultants will provide professional development).

DPSCD is also committed to providing professional development training to increase leadership capacity within the five competencies. District-wide and Network meetings will continue to be utilized to review core instructional programs, build practitioner capacity of current research and best practices, academic/perspective data and operational information.

Requirement s2: Use rigorous, transparent, and equitable evaluation systems for teachers and principals

lndicator 2At ln your response, detailthe collaborative process used to create a teacher evaluation plan and explain how the evaluation includes student growth as a significa nl faclor 125% fot 2077-2078,40% by 2018-2019), of teachers' evaluation.

lndicator 2B: ln your response, detail the collaborative process used to create a leader evaluation plan and explain how the evaluation includes student growth as a sign ifica nt lactot (25y.tot 2Ol7-20L8,40% by 2018-2019), of leaders' evaluation.

Teacher Evaluation is an opportu nity for teachers to develop, refine, and reflect upon their teaching practice. DPSCD utilizes Danielson's Framework for Teaching Evaluation Model based on the following four elements:

l. Planning and Preparation ll. Classroom Environment lll. lnstruction lV. Professional Responsibilities

Administrators participate in training. Principa ls in-service their teachers on the evalu ation process a nd the Frontline platform. Teachers may upload supporting documentation into the platform throughout the year. Teachers receive at minimum 3 observations per year.

2 Teachers are provided with support and assistance. Administrators may recommend demonstration lessons, peer observations, articles, and videos to support professional groMh and conduct additional walkthroughs and/or observations as needed/desired. Administrators may also submit the Request for Assistance form to their Network Leader. A formal mid-year observation must be conducted for struggling teachers and new teachers.

At the end of year, each ad ministrator conducts a conference with their teachers to determine an element su mmary score based on the artifacts, data, and documentation collected or provided by the teacher. The administrator then completes the annual rating form to determine and record effectiveness label per rating scale, record attendance and discipline information for each teacher.

Allteachers are assigned an official score based on a 100-point scale. Teachers receiving a score of 69% or below are considered ineffective and will be provided the appropriate support.

For principals, DPSCD uses the Marzano School Leader Effectiveness Model. There are 5 Domains

l. Data Driven Focus on Student Achievement ll. Contjnuous lmprovement of lnstruction lll. Guaranteed and Viable Curriculum lV. Cooperation and Collaboration V. School Climate

The same process is used for leader evaluation as described for teachers, except Network Leaders conduct the conferences, observations, and evaluation.

Currently, 25% of both the teacher and leader evaluation is based on student growth. Beginning in the 20L8-19 schoolyear, 40% of both teacher and leader evaluation will be based on student growth, with 20/40% based on state assessment data for teachers.

Requirement f3: ldenti fy and reward school leaders, teachers, and other staff members who have increased student achievement. Additionally, the school will remove leaders and staff members who have been given multiple opportunities to improve professional practice and have not increased student achievement.

lndicator 3A: ln your response, identify the strategies that will be used to identify and reward school leaders, teachers, and other staff members who have increased student achievement.

lndicator 3B: ln your response, describe how the school will remove leaders and staff members who have been given multiple opportunities to improve professional practice and have not increased student achievement.

The identification to reward school leaders, teachers and other staff will be related to the advancement of student achievement. As school communities improve their academic standing and close their existing achievement gap with core subject areas, they will become eligible for a reward. Rewards will be identified in collaboration with District leadership, principals and teachers. Rewards may include multi-year contracts, financial incentives and opportunities for career growth.

School Leaders: An identification method for rewarding school leaders is the current principal evaluation tool. Through the growth model specified in the leader evaluation process; each principal is given a classification of lnnovating, Applying, Developing or Beginning. The comprehensive evaluation tool ultimately provides an 3lPace effectiveness rating for all school leaders based on the five domains, which include but is not limited to student achievement and the continuous improvement of instruction.

Teachers: An identification method for rewarding teachers is the current teacher evaluation tool. Through the growth model specified in the teacher evaluation process; each teacher is given a classification of Distinguished, Proficient, Basic and Unsatisfactory. The comprehensive evaluation tool ultimately provides an effectiveness rating for all teachers based on the five core elements which include but is not limited to: student achievement and the use of instructional programs.

Through this yearly classification process, identified school leaders and teachers are rewarded with career opportunities of specialized certification through training provided by the district as well as additional opportunities. lneffective school leaders and teachers will be provided with support from district Ievel and school based personnel. Training will be provided to assist with professional growth and improvement. ln the event that improvement is not shown the removal of ineffective staff will be based on the District's policy, which is aligned to state laws, MCL 380.1248, 380.1249 and PA 173.

Requirement f4: Provide staff with ongoing, high-quality, job-embedded professional development aligned with the school's comprehensive instructional program and designed with staff to ensure staff can facilitate effective teaching and learning and have the capacity to successful implement the school reform strategies.

lndicator 4r ln your response, describe the school's plan for professional development reflects the "Eig ldeas", is ongoing, high-quality, job-embedded and aligned to the instructional program.

Our staff has been and will continuously train to use strategies from USA test Prep and KHAN Academy to develop capacity for effective teaching and learning. The staff has and will receive on-going job embedded professional development, as well as, other opportunities to successfully implement the school's new reform/redesign. We will also continue to incorporate the Learning Sciences lnstitute's Training along with the Charlotte Danielson teacher evaluation tool to monitor and enhance our instructional programs/curriculum

Requirement #5i lm plement strategies to recruit and retain staff with skills necessary to meet the needs of students in a transformational school. These can include strategies such as financial incentives, increased opportunities for promotion and career growth, and more flexible working conditions.

lndicator 54: ln your response, identify the strategies the district will use to recruit teachers to this school based on student needs and assign teachers to this school based on student needs.

lndicator 5B: ln your response, identify the strategies the district will use to retain teachers at this school based on student needs.

The Human Resources division in collaboration with district and building administration makes hiring decisions and employee placements based on student need. DPSCD offers available positions to internal and external candidates to ensure proper placement of certified staff. The interview process begins with candidates being screened and verified by HR. Once interviewed, candidates are identified for employment. This process enables the selection of the most qualified candidates to ensure that student needs are met. Placement decisions are based on certifications, qualifications, and teacher effectiveness.

DPSCD will recruit staff at university teacher recruitment fairs and recruitment fairs onsite at the district. ln addition, DPSCD will seek highly qualified candidates by posting positions on various sites: (www.detroitkl2.org, 4lPace www.resa.net). Furthermore, the DPSCD Human Resource Department has deepened their recruitment efforts by attending recruiting events being held in the state of Ohio and have specifically started to target recruitment at Historical Black Colleges & Universities.

A partnership between Wayne State University (WSU), Michigan Department of Education Professional Preparation Unit (PPL), the Detroit Public Schools Community District (DPSCD) and the Detroit Federation of Teachers (DFT) is designed to provide opportunities for current non-certified employees to obtain teacher certification and increase the certified teacher pool for the district. The Dream Keeper Urban Teacher Residency Program focuses on certifying substitute teachers who have shown their dedication to the district through years of service. Long Term Substitute Teachers, many who have been district employees for years, once accepted into the program are assigned mentors from Wayne State University and from DPSCD. The goal is to place a resident teacher into an environment where they feel supported through professional development and small learning communities within their home school. After 24 months of intensive coaching and clinical instruction, resident teachers earn their MAT in their area of study. ldeally, the newly graduated Dream Keeper resident is placed back into that same school where they have fostered learning for the last two years.

The Student Teacher Program is designed to attract pre-service teachers from the Detroit-area universities, as well as in and out-of-state schools of education, by offering support through the final phase of the traditional teacher certification process. They are lead and mentored by Transformation School's Cooperating Teachers.

DPSCD values their teaching staff and believes in increasing opportunities for those whom demonstrate interest in personal growth beyond the classroom. The teachers that exhibit outstanding teaching skills, classroom management, and student growth are often selected to become lead teachers in their grade level or content area. The lead teaching staff is given the responsibility of attending curriculum meetings to retrieve information and share with their colleagues via professional development. These individuals have the opportunity and are encouraged to apply for positions within the building as they arise. ln turn, the principal also utilizes these lead teachers to create a school leadership team. The leadership team is comprised of building administrators, lead teachers, instructional specialist(s), content coaches and DPSCD parents.

Additionally, the district provides instructional and administrative growth and career opportunities to current teachers in the areas of: Cooperating Teachers, Coaches, lnstructional Specialists, lnstructional Technologists, Academic Engagement Officer, Assistant Principals and Principals. These positions may require placement changes that are determined based on student needs.

PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES

Requirement #6: Use data to identi fy and implement an instructional program(s)that is based on research and aligned from one grade to the next, as well as with State academic standards.

lndicator 6: ln your response, detail the process the school used to select an instructional program through a diagnostic process that uses data to identify and implement an instructional program that is researched based and aligned from grade to grade, as well as State academic standards.

The data used were based on the MAP formative assessment and the M-STEP summative assessments

Respectively, the results indicated growth for East English Village. To improve and/or maintain our accountability status for all of the five core academic areas, East English Village Preparatory Academy will focus on increasing positive attendance, academic achievement and graduation rates. lnclusive of staff, parents, students and community, we will collaborate on building a solid foundation and establishing avenues for increasing student achievement.

This philosophy will ensure our commitment to being successful in all core areas. At East English Village Preparatory Academy, we have continuously focused our efforts in broadening our services. We offer a wide range of high quality sl programs for our students. Programs include extended day, credit recovery, Second Chance, S.T.E.M and the S.T.E.A.M programs. For we are offering skill acquisition and assessment for standardized testing preparation in SAT, M Step, MAP, Khan Academy and USA test Prep during the day and after school, all in an effort to increase student achievement. ln addition to, academic games, tutoring, athletics, fine arts, pre-college engineering (D.A.P.C.E.P) and robotics. ln order to ensure our students are experiencing rigor in all core subjects, we will provide research based job- embedded professional development to our staff. We also have District assigned PLCS focusing on classroom management, curriculum, and teaching strategies to formulate best practices for increased achievement rates. These strategies include:

. State approved Title I plan . credit Recovery program (during the school year and summer school to all eligible students) . On-goingjob embedded professional development available for staff, monitoring to ensure best practices are being utilized in the classroom . SAT workshops availabie for staff and students by District approved vendors . Attendanceagents/officers . Quarterly progress reports, report cards, parent teacher conferences and monthly parent meetings to communicate progress with parents/guardians . Pre and Post Assessments . After-School Tutoring

Requirement #7: Promote the continuous use of student data (such as formative, interim, and summative assessment data and student work) to inform and differentiate instruction to meet academic needs of individual students.

lndicator 7: ln your response, describe how the school promotes expectations for regular and ongoing building-wide use of data to differentiate instruction.

East English Village promotes the expectation for regular and on-going building-wide use of data to differentiate instruction by monitoring/assessing lesson plans, staff, training staff, evaluating and rewarding staff. These processes are based on the observation of instructional practices, formative data (MAP/NWEA), and summative data (M-sTEP and SAT).

PART E: INCREASED LEARNIN6 TIME AND COMMUNITY ENGAGEMENT

Requirement #8: Establish schedules and strat egies that provide increased time for instruction in core academic subjects, enrichment activities, q!!L professional learning for teachers

lndicator 8A: ln your response, describe the district's plan to increase core instruction by

(a) adding additional minutes/hours/days in instruction for all core academic subjects, or

(b) redesigning the current schedule to provide additional student learning time

(c) identifying how much time has been allocated

DPscD currently has L80 instructional days and it is our plan to continue. At the high school level, lunch is now split a minimum of 3 times per week with Lunch and Learn Programs, Student Advisory, 6leage and/or Small Group lntervention. This allows for an additional 25 minutes per day in increased learning time for students, yielding a minimum of 75 minutes per week of increased learning time in the core subject areas.

lndicator 8B: ln your response, describe the district's plan to ensure enrichment activities will be available for all students by:

(a) adding additional minutes/hours/days in for enrichment activities, or

(b) redesigning the current schedule to provide additional time for enrichment activities

(c) identifying how much time has been aliocated

The district's plan for increasing enrichment time will be through the redesign of the current schedule. ln the elementary grades students will receive enrichment opportunities 3 periods per week through a combination of Music, Computer Applications, Art, or Physical Education. This equates to a minimum of 135 minutes per week. At the middle and high school level, students have l period per day for enrichment, this equates to 275 minutes per week.

ln addition to enrichment that occurs during instructional time, students are invited to participate in after-school programming {academics, sports, chess, STEM, student government, etc.), vocational education, and summer school. DPSCD will continue to explore additional opportunities to provide increased enrichment opportunities through programming and partnerships.

lndicator 8C: ln your response, describe the district's plan to offer increased collaboration time for teachers by:

(a) adding additional minutes/hours/days in for collaboration time, or

(b) redesigning the current schedule to provide additional collaboration time

(c) identifying how much time has been allocated

The District values professional growth and improvement of its teachers. With this information being of high value and outlined in the District's Academic Plan there was collaboration with the Detroit Federation of Teachers in negotiated new contractual language allowing for increased professional learning time. The traditional one (1) hour Wednesday meeting was extended by an additional hour. During this school collaboration period teachers in collaboration with administrators will work in lLTs, PLCs, pairs, groups, teams or even alone as appropriate to attend site based professional development, prepare lessons plans and to do other implementation, development and coordination work needed to realize the school's local improvement plan. Darling-Hammond (2006) stated that teacher preparation/knowledge of teaching and learning, subject matter knowledge are leading factors in teacher effectiveness and directly impacts student achievement. lt is with this knowledge that the District continues to promote job-embedded professional development, collaboration and professional growth.

Requirement f9: Provide ongoing mechanisms for engagement of families and community

lndicator 9A: ln your response, describe multiple strategies to engage families in reform efforts

Tlcage lndicator 9B: ln your response, describe multiple strategies to engage community partners in reform efforts.

94- The strategies we are using for engaging the community stakeholders are: 1. School messenger "robo calls" 2. Pa rent Teacher Conferences 3. Open house events 4. School events 5. Reminder texts 6. Parent room 7. Department of Human and Health Services representative housed in the building daily

9B The strategies we have used for engaging the community stakeholders are: 1. Monthly partner's meetings with community partners, staff and administration 2. Monthly parent meetings with staff and administration 3. Newsletters

PART F: PROVIDING OPERATIONAT FLEXIBILITY AND SUSTAINED SUPPORT

Requirement #10: The district is providing the school with operational flexibility for jssues such as staffing, calendars, time, and budgeting to implement a comprehensive approach to substantially increase student achievement and increase graduation rate.

lndicator 10: ln your response describe how the district provides the school with operational flexibility in the areas of staffing, use of time, professional learning and budget. Provide a copyofthe addendum to the collective bargaining agreement if necessary.

The District in collaboration with the Detroit Federation of Teachers negotiated new contractual language allowing for operational flexibility that will support school transformation/turnaround efforts. This operational flexibility includes flexibility with staffing, school calendars, school times, budgeting, professional development activities, and other operational duties that will support the comprehensive approach to substantially increase student achievement and increase graduation rates. The District issues a calendar at the beginning of the school year. Schools are then allowed to develop building level calendars to meet their specific needs. School teams develop the Title L Budget within the requirements set by the State of Michigan and are allowed to adjust them at least one time during the school year. Final staffing decisions are made by the school district, but school leadership has the flexibility of placing staff members where they are needed in the building. Additional staff support can be requested and may be given if it is justified by the number of students. This operational flexibility is given with the expectation that school leadership will make decisions that promote increased student achievement

Requirement $11: The school and district will ensure that the school receives ongoing, intensive technical assistance and related support from the district, ISD/RESA, Michigan Department of Education, or other designated external partners or organizations.

lndicator 11: ln your response, describe how the district plans to access and provide supports for the school.

The District has created 3 Networks of school support which includes the following staff

8lPage {1) Network Leaders- responsible for the coordination of Priority School support (external supports, such as Wayne RESA, partner providers, and others), monitoring and evaluation required to fully implement the selected reform model. ln addition, the Network Leaders will be responsible for monitoring the effectiveness of the level and type of support provided by external entities.

DPSCD and wayne RESA leadership meet weekly. This meeting is used to calibrate the work within schools and assess topics needed for technical assistance and content-area institutes.

Quarterly, DPSCD and RESA coaches meet as a larger group. The purpose of the meeting is to discuss Priority School early wins, challenges, brainstorming and alignment of services.

(2) Deputy Network Leader of Operations-responsible for ensuring the operational needs of schools is met. Ensures that PD services within the schools are secured and implemented.

(3) PLC Facilitators- responsible for assisting the schools establish and implement highly effective PLCs that utilize data, common assessments, and high yield teaching practices. They also provide on-site professional development and support for school teams regarding the work required to implement the reform model and change the trajectory of student achievement. PLC Facilitators are also responsible for collecting data and evidence that will be shared with the Network Leaders to inform specific supports needed at each school. ln addition to the Network staff, schools are supported by the following:

(4) Grant Compliance Officer - The Grant Compliance Officer will support the District in determining how to effectively utilize the District set-aside to meet the individual needs of all Priority Schools.

(5) MDE {State Reform Office) is utilized to monitor the implementation of the reform/redesign plan and support reform efforts on the state level.

9lPage SlGNATURE PAGE

DISTRICT: Detroit Public Schools Community District

SCHOOL: East English Village Preparatory Academy

The redesign plan was written with input from the local teacher bargaining unit and the local superintendent; and is signed by the School Board President or President of the Board of Directors.

Signature School rd Preside r Preside t of Board of Directors Date

Dr. lris Taylor Printed Name of School Board President or President of Board of Directors

[email protected] Email of School Board President or President of Board of Directors

313 873-4134 Phone Number of School Board President or President of Board of Directors

D An addendum is necessary for the implementation of the selected intervention model

Attach an executed addendum for each applicable collective bargaining agreement.

I An addendum is not necessary for the implementation ofthe selected intervention model

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