Tronsformotion Model East English Village Preparatory Academy
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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