Reform Redesign Report Cummings School Flint City School District Mr. Ed Walthers

Reform Redesign Report
Cummings School
Flint City School District
Mr. Ed Walthers
G-2200 Walton Ave
FLINT, MI 48532
Document Generated On January 28, 2013
TABLE OF CONTENTS
Introduction
1
Executive Summary
Introduction
3
Description of the School
4
School's Purpose
5
Notable Achievements and Areas of Improvement
6
Additional Information
7
Transformation Redesign Diagnostic
Introduction
9
PART A: REFORM TEAM PERSONNEL
10
PART B: TEACHING AND LEARNING PRIORITIES
11
PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS
13
PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES
18
PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT
21
PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT
24
Assurances Report
Michigan Department of Education Assurances
Priority Assurances
28
28
Reform Redesign Report
Cummings School
Introduction
As a school identified by the Michigan Department of Education as a Priority school, you are required to select one of the four
federal models for your reform/redesign plan. If your school is selecting the closure or restart models, you should contact the
School Reform Office to discuss the next steps for implementing and documenting this effort. If selecting either the
Transformation or Turnaround model, you should review and respond to all individual requirements of the selected model.
These plans are reviewed and need to be approved by the School Reform Officer.
SY 2012-2013
© 2012 AdvancED
Page 1
www.advanc-ed.org
Reform Redesign Report
Cummings School
Executive Summary
SY 2012-2013
© 2012 AdvancED
Page 2
www.advanc-ed.org
Reform Redesign Report
Cummings School
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 2012-2013
© 2012 AdvancED
Page 3
www.advanc-ed.org
Reform Redesign Report
Cummings School
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?
Cummings Elementary School is a Head Start through Sixth grade facility. The curent enrollment is 310 students with 18 teachers.
Cummings has 12 classrooms. We are in an urban neighborhood on the west side of Flint. Our address is G-2200 Walton Ave. Flint
Michigan, 48532. We moved into this facility at the beginning of last school year. Prior to that, this building was closed and all the staff and
students came from Coolidge School, which was closed by the district. We moved in on the first day of school and our building was not
completey finished until January of 2012. We have a transient communtiy and due to declining district enrollments, our staff is not stable
SY 2012-2013
© 2012 AdvancED
Page 4
www.advanc-ed.org
Reform Redesign Report
Cummings School
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
The Vision of Cummings stakeholders, including staff, students, family and community members share a vision to provide our students with a
safe, orderly and challenging environment where all children will achieve to the best of their abilities.
The Mission of Cummings School, in collaboration with families and the community, is to provide all students with an education that will
enable all children to reach their maximum potentials and be prepared to live, work, and contribute to an ever changing society.
Cummings Stakeholders believe that 1: All students are valued and their self esteems are enhanced by mutual respect from staff and peers.
2. Students' learning needs are the primary target of instructional strategies. 3. Students learn best when supported by families staff and
commyunity. 4. They are an integral part in encouraging life long learning.
SY 2012-2013
© 2012 AdvancED
Page 5
www.advanc-ed.org
Reform Redesign Report
Cummings School
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
According to the cut scores prior to the Fall 2011 MEAP, Coolidge had a very high number of students that were identified as Proficient in the
Math Assessments, particularily in the third and fourth grades. Cummings Elementary had a sixth grade student reach the county wide
spelling bee in Spring 2012. In the last year, all teachers have taken ownership of being a Reading teacher and ALL staff have had basic
trainging in effective strategies in teaching Guided Reading. During the last academic year, for the second semester our school was able to
accumulate over 4,500 Accelerated Reader Points.
Over the next three years, our staff will focus on increasing the effective level of all staff in teaching Guided Reading and incorporationg the
content areas of Social Studies and Science in Guided Reading as our district has no curriculum in place. Additionally, our AR goal for this
year is 9,000 points. Another goal is to have all students show a gain of 1.5 years in their Math and Reading Grade Equivalent levels as
measured by STAR Reading and Math Assessments.
SY 2012-2013
© 2012 AdvancED
Page 6
www.advanc-ed.org
Reform Redesign Report
Cummings School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
The information provided in the preceding areas have covered the major areas of our school.
SY 2012-2013
© 2012 AdvancED
Page 7
www.advanc-ed.org
Reform Redesign Report
Cummings School
Transformation Redesign Diagnostic
SY 2012-2013
© 2012 AdvancED
Page 8
www.advanc-ed.org
Reform Redesign Report
Cummings School
Introduction
The Transformation Model addresses four specific areas: 1) developing teacher and school leader effectiveness, which includes replacing
the principal who led the school prior to commencement of the transformational model; 2) implementing comprehensive instructional reform
strategies; 3) extending learning and teacher planning time and creating community-oriented schools; and 4) providing operating flexibility
and sustained support.
SY 2012-2013
© 2012 AdvancED
Page 9
www.advanc-ed.org
Reform Redesign Report
Cummings School
PART A: REFORM TEAM PERSONNEL
Please list the individuals involved in the development of this reform/redesign plan. Use a separate line to list each individual, and
include name, title or role, and email contact information.
Ed Walthers, Principal [email protected];
Rebecca Middleton, PD Chair, [email protected];
Linda Newman, LI Chair, [email protected];
Linda McKinsey, LSS staff, [email protected];
Tammie Bully, HS staff, [email protected];
Laurie Clawson, 1st Grade/UTF rep, [email protected];
Jeff Anderson, BS, [email protected];
Maryland Stone, PF, [email protected];
Jackie Shipp, 21st Century Afterschool Programs Coordinator, [email protected];
Deanna Johnston, teacher, [email protected]
SY 2012-2013
© 2012 AdvancED
Page 10
www.advanc-ed.org
Reform Redesign Report
Cummings School
PART B: TEACHING AND LEARNING PRIORITIES
State 2-3 big ideas for your reform/redesign plan that are intended to change teaching and learning in your school. At least one of
these should be instructional in nature. (These should come from the data dialogue that initiates your planning efforts.)
Big Picture / Big Ideas
Based on our student data, both academic and behavioral, the following ideas emerged as essential in a rapid turn-around model that would
increase student achievement. State, district and building level data sources were used.
1. A Balanced Literacy model will be used to present content across the curriculum to ensure concept mastery via increased reading ability.
2.A building wide discipline model that adopts the principals and elements of Positive Behavior Support
State what data were used to identify these ideas.
Big Idea #1: Balanced Literacy:
Collected data shows that the student body at Cummings needs more than the district units of study provides to improve our students'
reading skills. Therefore, we are including a balanced literacy approach across the curriculum.
In the fall of 2012, students' Beginning of Year (BOY) STAR reading averages were also low. In the second grade, the average reading level
was at grade level 1.4 (first grade, fourth month). Third grade students had an average of 2.2. Fourth grade students had a 2.6 average.
Fifth grade students had an average of 3.5 and sixth grade students had an average of 4.0.
Since reading and literacy play a key role in the state assessments (MEAP), the increased reading ability is expected to result in increased
Proficient levels. On sixth grade MEAP reading, 75% of our students were not proficient in 2011; 57% in 2010; 54% in 2009; and 61% in
2008. On fifth grade MEAP reading, 64% were not proficient in 2011; 56% in 2010; 65% in 2009; and 74% in 2008. On the fourth grade
Reading MEAP, 52% were not proficient in 2011; 57% in 2010; 37% in 2009; and 61% in 2008. On the third grade reading MEAP, 73% were
not proficient in 2011; 55% in 2010; 56% in 2009; and 53% in 2008. In 2011, 97% of sixth grade students scored not proficient in Social
Studies. Eighty-eight percent were not proficient in 2010; 91% in 2009, and 89% in 2008. In 2011, 93% of fifth grade students scored not
proficient in Science. One hundred percent were not proficient in 2010; 92% in 2009, and 89% in 2008.
Big Idea #2: Building Wide Discipline Model:
Cummings Elementary School has more office referrals than is acceptable. When a student receives an office referral, they are sent to the
office, which means they are removed from the classroom setting. This has a negative impact on the achievement of our students.
Therefore, a discipline system which conforms to the tenants of Positive Behavior Support will be adopted and implemented. The tenants of
PBS are: Students know what is expected of them; Students are taught replacement behaviors to take the place of the inappropriate
behaviors that got them in trouble; Students are reminded constantly of the expectations. They are recognized when the expectations are
followed and there are consequences administered when the expectations are not. Professional development will be provided to ensure that
all staff have similar knowledge levels of PBS and all staff will help implement PBS strategies for all students in all settings all the time.
SY 2012-2013
© 2012 AdvancED
Page 11
www.advanc-ed.org
Reform Redesign Report
Cummings School
During the 2011/12 school year, there were 394 office referrals written. Of the close to four hundred referrals, almost one quarter (99) were
for hitting or fighting. Another sixty-five were written for horseplay that got out of hand and led to a conflict. Another one hundred twenty-nine
were written for insubordination or simply not following directions. Seventy-four percent (293/394) of the referrals were written due to
students not being able to settle conflicts or not following directions when given. The baseline data shows that Cummings had an average
2.2 office referrals written per day. With the adoption of a school wide discipline program that utilizes PBS principals, this average is
expected to drop.
SY 2012-2013
© 2012 AdvancED
Page 12
www.advanc-ed.org
Reform Redesign Report
Cummings School
PART C: DEVELOP/INCREASE SCHOOL LEADERSHIP AND TEACHER EFFECTIVENESS
Describe how the building principal was replaced or how the existing principal meets the 2 year rule. Please include the leader's
name and discuss how the leader meets the criteria for a turnaround principal.
Mr. Walthers became the principal at Cummings School at the beginning of the 2011/2012 school year and therefore is exempt from the
"two-year removal of principal" requirement. Mr. Walthers is an experienced educator with nearly 20 years experience. He has been an
assistant principal for 5 years and a principal for 6 years. He holds a Master's Degree in Public Administration. He is a dedicated principal
with a strong desire to see his students successful both academically and socially. Cummings School opened in 2011/2012 so, Mr. Walthers
has had to work hard to unite staff members and students from various buildings. While he has experienced some challenges he has been
able to gain substantial support from his parents and school community. Mr. Walthers' educational experiences at several buildings and at
various grade levels have given him the ability to relate to a wide variety of stakeholders. Mr. Walthers has been organizing and will continue
organizing his school team around the school improvement process. He sees this priority school work as an opportunity to continue and
improve upon the school improvement task that are have been and are being identified.
Mr. Walthers has been a Change Leader since entering the administrative field. He successfully guided the introduction and implementation
of Positive Behavior Support (PBS) in two of the buildings in which he was assigned. Since arriving at Cummings, he has led the staff in their
understanding of PBS and encouraged it's further implementation. Additionally, he has led two buildings in the implementation of the Guided
Reading component of the district's Unit of Study in ELA. Since arriving at Cummings, he has led the staff in the process of empowering all
staff to become teachers of reading. Through Professional Development and collaboration, all staff are now in the process of becoming more
competent reading teachers. Furthermore, since his current assignment, he has led the staff in the development of "Guided Math" groups.
Recognizing a variety of barriers to improvement in the area of mathematics, the staff, using data, determined that groups of students had
similar deficit areas. "Guided Math" groups are very similar to Guided Reading group. Both groups have a number of students that need
intervention in a specific area. Both groups have a 15 - 20 minute intense guided lesson. Finally, both groups are fluid to the point where a
student can be moved from group to group dependent on skills. Staff are aware of his flexibility in allowing individuals to "think outside the
box" in efforts to improve student achievement. Additional resources at Mr. Walthers' disposal include, but are not limited to, a revised staff
evaluation tool; the flexibility outlined in this document pertaining to areas such as staffing, budgets, schedules, and curriculum; and finally
the Intermediate School District's School Improvement Facilitators and our MSU Intervention Specialist. Mr. Walthers' goals for the 20122013 school year will be to ensure that a Balanced Literacy approach is used in all classrooms across the curriculum; meet and surpass the
AMO percentages by an additional 3 percent; and increase parent attendance at monthly Title I Parent Advisory Committees by 20%. Mr.
Walthers is ready to meet the challenges faced toward the successful achievement of his goals.
The principal is the leader of the Building Leadership Team. This team is also referred to as the School Improvement Core Team. The team
consists of the principal, the School Improvement Chair, the Professional Development Chair, and representation of the following groups:
lower el, upper el, Special Education services, after school programs, early childhood programs, Parent Facilitator, and Behavior Specialist.
Additionally, the four content areas and Title I Intervention teachers are represented by the above mentioned staff.
The team communicates with the staff as a whole through a variety of methods. These include but are not limited to emails, weekly
collaboration meetings, and monthly School Improvement, Staff and various committee meetings. Any forms, data or documents are kept on
the buildings shared drive, accessible to all staff.
Through formal and informal Walk Throughs, individual conferences with staff and formal committee meetings, the principal, the staff, and
Leadership Team are involved in the overall educational programs of Cummings students.
SY 2012-2013
© 2012 AdvancED
Page 13
www.advanc-ed.org
Reform Redesign Report
Cummings School
Detail the collaborative (teacher and principal) process used to create a teacher and leadership evaluation plan and explain how
the evaluation includes student growth as a significant factor.
As principal, Mr. Walthers will evaluate all staff, teaching and non teaching, each year. The Chief of Schools for Elementary Education, Mrs.
Shelly Umphrey, will evaluate Mr. Walthers each school year. Documents related to timelines and procedures are attached to this document.
The Race to the Top legislation enacted on January 4, 2010 and codified in the Revised School Code which was amended by the legislature
in a four bill tenure reform package (Public Acts 100-103) on July 19, 2011 requires school districts to adopt Board policies and
administrative regulations on performance evaluation systems pertaining to teachers and administrators.
Collaborative discussion regarding a revised Teacher Evaluation Instrument for use during the 2011-12 school year began Fall of 2011.
Monthly meetings were held and facilitated by Collins & Blaha, P.C. with administration and United Teacher's of Flint Representation to
collaborate on the teacher evaluation process to be used each school year.
In the Flint Community Schools Board Policy Regulation 5510-R on Performance Evaluation Systems, "guidelines have been developed to
comply with these recent legislative changes and are in effect beginning with the 2011-12 school-year. In the future, these guidelines may
need to be amended in order to comply with the requirements that come from the Governor's Council on Educator Effectiveness.
During the 2012-13 school year, student growth is being used as a significant portion of the evaluation process. A committee including
teachers, administrators, central office, and unions, will be developed by March 2013 to provide a collaborative process to seek agreement
on defining a significant portion (10-15%) of the teacher and administrator evaluation instruments be based upon student growth for the
2012-13 school year. The deadline for the committee collaboration MOU signed by the Unions and district officials will be May 2013.
(THE UPDATED MOU ASSURANCE FOR THIS ITEM WILL BE COMING SOON)
During the 2011-12 school year, a collaborative process was used to identify Flint Community Schools Leadership Expectations for both
instructional and non-instructional administrators. Through a series of collaborative professional development meetings, the central office
and district administrators worked to identify specific indicators/expectations for instructional leadership. These indicators/expectations were
categorized into the areas of Vision/High Expectations, Laser-Like Focus on Student Achievement, Data-Based Decision Making,
Professional Learning, and Effective Organization to Support Learning and aligned with the new performance categories of Highly Effective,
Effective, Minimally Effective, and Ineffective. Effective July 1, 2012 the Board of Education adopted the administrator evaluation which will
require that evaluations will dictate the layoff and recall of administrators and which emphasizes student growth. We worked collaboratively
with the union on the administrator evaluation instrument which provides that student growth is at least 25% in 2013-14, at least 40% in
2014-15 and at least 50% in 2015-16. By May of 2012-13 a joint committee will refine and define the student growth requirements to align
with required legislature.
In addition to the achievement objectives set by the above legislation, Mr. Walthers will also work toward his personal goals which include
increasing the attendance of parents in the monthly Parent Advisory Council Meetings and ensuring that all classrooms implement a
Balanced Literacy approach across the curriculum, Cummings first big idea.
Please see the attached assurance document (2012.0309 Adm Regulation Performance Evaluation.pdf) teacher evaluation form and
protocol for the teacher evaluation process.
SY 2012-2013
© 2012 AdvancED
Page 14
www.advanc-ed.org
Reform Redesign Report
Cummings School
Please see the attached assurance document (FCS Administrator Evaluation Forms.pdf) building leader evaluation form and protocol for the
leader evaluation process.
For removal of teacher/administrator, the following steps will be followed:
Step 1: Identify the ineffective teacher/ administrator through performance observations and evaluation.
Step 2: Individual will be monitored with time given for improvement.
Step 3: If improvement is shown, the individual will be removed from the ineffective category.
Step 4: Put teacher/ administrator on an Individual Development Plan (IDP)/ Professional Development
Step 5: If improvement is not shown, the teacher/administrator will be removed from staff.
Specify how the school will identify and reward school leaders, teachers, and other staff members who have increased student
achievement. Additionally, 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 outcomes.
The district will establish a committee by with union representation February 2013 to identify and reward school leaders, teachers, and other
staff members who have increased student achievement. Additionally, schools will be provided operational flexibility to add non-monetary
rewards/incentives as determined at the building level. At Cummings, a cost neutral system of staff recognition with the intention of attracting
and retaining staff within the building will be developed prior to the end of the 2012-2013 school year. This committee will be created and a
Chair identified by February 11, 2013. The names of committee membership will be submitted to the state by February 18, 2013. The
committee shall consist of representatives of the following groups: building administration, teacher union, a staff member from upper el,
lower el, and non-load bearing staff. A chair will be selected from this group. The committee will be expected to create a reward system for
staff that have increased student achievement. Removal of staff shall follow guidelines as set forth by the district in accordance with state
legislation. Staff perception data on the reward system shall be gathered and compiled via staff surveys that will be administered prior to the
first week in April, 2013.
The final plan for Cummings will be approved by staff and ready for submission to the state by May 31, 2013. Mr.
Walthers (building principal), Mrs. Middleton (Professional Development Chair), and Mrs. Newman (Learning Improvement Chair) will ensure
that the committee is established and the above mentioned submissions to the state are made.
Amendments to the Revised School Code govern the teacher/administrator Performance Leadership Evaluation Systems. Prior to the
removal of leaders and staff members, there will be multiple opportunities given to improve professional practice through the District's
redesigned performance evaluation process. The Tenure Law, Public Act 102, amended to the Employment Relations Act, prohibits
evaluation as a topic of bargaining.
The implementation of the tenure reform requires a thorough understanding and knowledge of the law. The district is taking a proactive
approach studying and analyzing the impact the language has on current bargaining agreements. Affected sections may need to be reviewed
or removed from the Collective Bargaining Agreements and developed/implemented as Administrative Regulations.
Highly Effectiveness shall be measured by (MCL380.1249): Student growth, teachers demonstrated skills, classroom management, and
teacher's attendance and disciplinary record. Such relevant criteria may include teacher's pedagogical skills, delivering rigorous content,
preparation and planning to maximize instruction; significant relevant accomplishments and contributions to the school improvement plan,
and specialized training in content areas.
Teachers will, in collaboration with administration, set professional improvement goals for the school year focused on student growth, and
reaching the goals established within the school's improvement plan.
SY 2012-2013
© 2012 AdvancED
Page 15
www.advanc-ed.org
Reform Redesign Report
Cummings School
Recent teacher tenure legislation has established clear expectations for all school leaders. School leaders are evaluated annually and
leadership is linked to student achievement. Leaders will be expected to ensure that instructional practices produce achievement. The District
will provide the necessary technical support for the leader and staff. The evaluation process will be utilized to replace the leader/and or staff
whose professional practices are not yielding the expected outcome; increased student achievement. The current principal is receiving
professional development concerning the teacher evaluation process. By attending the Educator Evaluation training at the Genesee
Intermediate School District, he will have a better understanding of the process and implications of the new evaluation process.
Administrators who are rated as either "minimally effective" or "ineffective" on their most recent annual year-end evaluation will be placed on
an improvement plan designed to improve their rating and effectiveness for the following school year. The improvement plan will recommend
development opportunities and other measures designed to improve the administrator's performance. If the administrator has not improved,
the District will review the file.
Describe plans and timelines for ongoing, high quality, job embedded professional learning (subject specific pedagogy,
differentiated instruction or a deeper understanding of the community served). Show how professional learning is aligned and
designed to ensure that staff can facilitate effective teaching and learning and have the capacity to successfully implement the
school reform strategies.
All Professional Development at Cummings Elementary School will be data driven and will focus on increased student achievement.
The procedures for determining Professional Development follows a basic problem solving cycle. 1. Identify the problem; 2. Research /
consider solutions; 3. Implement strategies; 4. Progress monitor implementation; 5. Re-evaluate
Each year, staff have the opportunity to collect and analyze student achievement data. This analysis occurs, as an entire staff, for building
level data. For more finite analysis, data meetings occur in grade level or team meetings. After deficit areas are identified, the staff
considers the curriculum and any additional factors that may negatively impact student achievement. These factors include but are not
limited to issues of a medical nature, behavior and/or class management. Based on the findings of the staff and the supporting data,
interventions are considered, adopted, professional learning occurs and the leaned content is implemented. Following initial implementation,
a series of debriefings, issues are worked out, clarity is established and full implementation is achieved. The following is an example of the
PD plan.
In September, the data showed lower than expected gains in the grade level equivalencies as identified with the Star Reading Assessment.
After reviewing practices, it was determined that classroom management could be a detrimental factor in the achievement of students. A
review of Positive Behavior Support strategies would be planned. Additionally, it was decided that an intervention in the form of all
classrooms adopting The Daily Five and The Caf© model of Guided Reading would help create an environment more conducive to student
learning. The Daily Five is a set of literacy tasks (read to self, read to someone, word work, writing, listening to reading) that students
complete while the teacher provides differentiated instruction to others in the class. The CAF book identifies four critical focus areas :
comprehension, accuracy, fluency and expanded vocabulary. Use of these books will enable staff to create an atmosphere that promotes
independence on the part of the student and will lead to fewer classroom management issues. The use of the Daily Five book will provide
the structure needed in the class to allow meaningful differentiated instruction to occur. The Caf© book identifies the four foundational pieces
that need to be addressed in literacy. Staff realized that gaps existed in the foundation of knowledge concerning these two books. A book
study was planned. Each staff member received a copy of either The Daily Five (Boushey & Moser, 2006) or The Caf© Model book
(Boushey & Moser, 2009). Weekly, staff were responsible for reading a designated chapter. At the weekly collaboration meetings, which is
SY 2012-2013
© 2012 AdvancED
Page 16
www.advanc-ed.org
Reform Redesign Report
Cummings School
comprised of the administrator, content Intervention teacher, classroom teachers and District Content Area Coach, the learning was
discussed. Included in the discussion were implementation steps needed by individual staff. Staff with a background in the content were
able to provide clarity and act as a mentor/resource person during the following week, when staff was expected to implement. At the next
collaboration meeting, issues and concerns, as well as positive reflections, that arose out of initial implementation were discussed. Once
again, clarification was given by fellow staff. Informal Walk Throughs also took place to observe the process and gain insight. As time
progressed, issues were ironed out and implementation could continue.
For learning that takes place in the summer, a brief review will occur during the first month of school. After the refresher, the above outlined
procedure would be followed.
The team (Mr. Walthers, principal; Mrs. Middleton, Professional Development Chair; Mrs. Newman, Learning Improvement Chair; Ms.
Jackson and Ms. Link, District Academic Coaches) will ensure that the plan is followed successfully.
The timeline for the 2012/13, 2013/14. 2014/15, and 2015/16 school years is attached.
Detail how the school will implement strategies, such as increased opportunities for promotion and career growth, and/or flexible
working conditions, designed to recruit and retain staff to meet the needs of students in a transformational school.
Cummings will establish a committee to recruit and retain staff. The committee shall be charged with developing and implementing
strategies for increased opportunities for promotion, career growth and job satisfaction. This committee will be created and a Chair identified
by February 11, 2013. The names of committee membership will be submitted to the state by February 18, 2013. The committee shall
consist of representatives of the following groups: building administration, teacher union, a staff member from upper el, lower el, and nonload bearing staff. A chair will be selected from this group. The committee will be expected to explore a variety of strategies or incentives to
reward, support, retain and recruit staff for our building. The final plan for Cummings will be ready for submission to the state by May 31,
2013. Mr. Walthers (building principal), Mrs. Middleton (Professional Development Chair), and Mrs. Newman (Learning Improvement Chair)
will ensure that the committee is established and the above mentioned submissions to the state are made.
SY 2012-2013
© 2012 AdvancED
Page 17
www.advanc-ed.org
Reform Redesign Report
Cummings School
PART D: COMPREHENSIVE INSTRUCTIONAL REFORM STRATEGIES
Specify how the school will use data to identify and implement an instructional program that is research-based and aligned from
one grade to the next, as well as with state standards.
The framework of our district units of study is researched based, aligned from one grade to the next, and are in the process of being aligned
with the Common Core standards. Therefore, our curriculum will include the district units of study along with a balanced literacy approach.
In addition, emphasis will be given to including guided reading into daily instruction to ensure the needs of all students are met. Our data
shows that students are scoring below state averages on MEAP and below grade levels as measured by STAR Reading Assessments. On
sixth grade MEAP reading, 75% of our students were not proficient in 2011; 57% in 2010; 54% in 2009; and 61% in 2008. On fifth grade
MEAP reading, 64% were not proficient in 2011; 56% in 2010; 65% in 2009; and 74% in 2008. On the fourth grade Reading MEAP, 52%
were not proficient in 2011; 57% in 2010; 37% in 2009; and 61% in 2008. On the third grade reading MEAP, 73% were not proficient in
2011; 55% in 2010; 56% in 2009; and 53% in 2008.
In the fall of 2012, students' Beginning of Year (BOY) STAR reading averages were also low. In the second grade, the average reading level
was at grade level 1.4 (first grade, fourth month). Third grade students had an average of 2.2. Fourth grade students had a 2.6 average.
Fifth grade students had an average of 3.5 and sixth grade students had an average of 4.0.
Because science and social studies are also based on literacy skills, we are including the MEAP Science and Social Studies data. In 2011,
97% of sixth grade students scored not proficient in Social Studies. Eighty-eight percent were not proficient in 2010; 91% in 2009, and 89%
in 2008. In 2011, 93% of fifth grade students scored not proficient in Science. One hundred percent were not proficient in 2010; 92% in
2009, and 89% in 2008.
This data shows that something more than the district units of study to improve our students' reading skills. Therefore, we are including a
balanced literacy approach across the curriculum.
Balanced Literacy is defined as a framework that will help all students learn to read. Balanced Literacy includes read aloud, shared reading,
guided reading, reading conferences, word study, independent reading, and shared learning. Balanced Literacy is a model that releases
control of learning to the learner (Farstrup & Samuels, 2002).
When all teachers are using a balanced literacy approach to reading, it will ensure that common literacy practices will be promoted in all
classes. In addition, district content coaches will provide a curriculum map and schedule that identifies what standards are addressed for
each classroom in each grade level. In order to facilitate this adequately, Cummings is requesting that our Academic Coaches be assigned
to our building on a full time basis.
Houghton-Mifflin Teaching Resource kits will be used by all teachers. In addition, running records and fluency checks will be used to
evaluate progress and identify focus areas for improvement on a regular basis. This information will be shared with students.
In the fall of 2012, building staff began to work with the Office of Curriculum and Instruction, Content Coordinators, Instructional Specialist,
and district Curriculum Coaches to review existing curriculum to identify areas requiring supplemental support. This group, along with
building staff, will investigate additional programs and materials to address the building identified curriculum gaps.
SY 2012-2013
© 2012 AdvancED
Page 18
www.advanc-ed.org
Reform Redesign Report
Cummings School
Materials have been identified to support Balanced Literacy across the curriculum. Dependent on the approval of the submitted budget,
these materials will be ordered and utilized upon delivery. The team of Mr. Walthers, Mrs. Middleton, Mrs. Newman, Ms. Link and Ms.
Jackson will oversee the ordering, distribution and use of said materials. This team will progress monitor implementation of Balanced
Literacy. One tool to be used will be Collaborative Walkthroughs. Feedback will be given to staff concerning classroom visits at the next
scheduled collaboration meeting, or within 48 hours, whichever comes first.
Mr. Walthers will submit a written request to the district to utilize district wide set aside funds to provide Cummings with a Data Lead Teacher.
This position will ensure the timely and effect collection, analysis, and dissemination of student data to all staff. This staff member will work
closely with the above mentioned team to ensure that data is continuously utilized in the Balanced Literacy instructional model. The request
will be submitted to the Superintendent of Schools by January 21, 2013 with the new position to start with the second semester, February 4,
2013.
Describe how the school promotes the continuous use of individual student data (such as formative, interim and summative) to
inform and differentiate instruction to meet individual student needs.
All student data will be recorded in DataWise and can be reviewed there. District academic coaches will help staff develop pre and post
assessments for each unit of study.
Question stems with higher level thinking skills will be posted and utilized in every classroom. In an
effort to ensure that staff have adequate and continuous opportunities for professional learning concerning assessments and curriculum
delivery, Cummings is asking that each of our academic coaches be assigned to our building on a full time basis. As these positions will
work closely with the Data position mentioned above, the request for the extended building time for our coaches will be included in the
request to the superintendent for Data position.
Our district is in the process of adopting Synergy and School Fusion. Synergy is a record keeping program that houses all relevant student
data. School Fusion is the internet platform the district has contracted with. All buildings in the district have a designated Web Page /
address. Both have areas that can be accessed by parents to communicate with the school.
Weekly collaboration meetings will continue to be centered on student data and achievement. Each teacher will compile a data notebook
using the data book template as explained in CAF. These notebooks will be used at the weekly collaboration and planning meetings. The
notebook will included all assessment data (formative and summative) for the student, in addition to attendance and behavior data. Likewise,
this data will be collected and interpreted at a grade and classroom level to show averages for each group. This data will be used to promote
a sense of urgency within classrooms and grade levels regarding academic achievement.
Our data will be gathered from STAR Reading and STAR Math Assessments. These are given in September, January and May. These
assessments give us a grade level equivalent and a STAR Instructional Planning report detailing what skills should be focused on.
For math, staff will also give the district benchmark assessments. These assessments undergo an item analysis. For reading, staff will add
monthly running records and fluency checks. The district reading units also contain a weekly exit slip that checks student comprehension of
subject matter taught.
The student data collected will be used to establish accountability by monitoring progress and as a guide for instruction.
Our district Units of Study will be aligned to Common core and has observable learning objectives. Schedules of when lesson should be
taught are also included as are appropriate higher level thinking questions. Guided Reading and math lessons will provide the differentiated
SY 2012-2013
© 2012 AdvancED
Page 19
www.advanc-ed.org
Reform Redesign Report
Cummings School
learning needed by students. "Guided reading is small-group reading instruction designed to provide differentiated teaching that supports
students in developing reading proficiency (Fountas & Pinnell, 1996) Student's different learning styles (Learning Style Inventory) will be
assessed and then included while planning instruction and student activities. Teachers will be provided further professional development
during collaboration meetings. If needed, building wide professional development will also be provided.
Teachers communicate with parents frequently about learning activities in the classroom and homework support using weekly newsletters,
conferences, and in the future school fusion. Additionally, monthly Parent Advisory Committee meetings have an educational focus.
Routines are established by the posting of schedules and expectations in each classroom. We have established norms for individual work
(stay in seat, do work, use a whisper voice), small group (think, pair, share) and large group lessons (turn and talk, give me 5). Teacher
expectations are posted. These norms are used for discussions or learning activities to keep students focused on learning tasks.
Each classroom has a document camera, promethean board, and computers to support student learning. A mobile computer lab is also
available.
Using the Positive Behavior Support model, our school's focus is Be Safe, Be Respectful, and Be Responsible. PBS is also included as a
future topic for professional development.
SY 2012-2013
© 2012 AdvancED
Page 20
www.advanc-ed.org
Reform Redesign Report
Cummings School
PART E: INCREASED LEARNING TIME AND COMMUNITY ENGAGEMENT
Explain how the school will establish schedules and strategies that provide for increased time for all students to learn core
academic content by expanding the school day, week or year (specify the amount of time added). Include enrichment activities for
students and increased collaboration time for teachers.
The school day will be extended a half an hour each day. Currently, our students attend school from 8:45-3:29. Beginning in the fall of
2013, student contact hours will begin at 8:30 AM and end at 3:45 PM. The additional half hour each day will provide an opportunity for
additional support in the areas of reading (across all content areas) and mathematics. Planned professional development will support staff
with effective strategies and best practice in the teaching of reading and mathematics. All staff will use the additional time each day for small
group instruction in reading and mathematics. Teachers will utilize the Instructional Planning report from Star Reading and the Foundations
for Instruction from the DRA2 to guide reading instruction. The Instructional Report from Star Math will be used to determine the focus of
math instruction. Please see the attached MOU that relates to a 6.5 hour work day instead of 6.0.
Cummings staff are keenly aware of the importance of instructional time. We have recaptured an additional fifteen minutes per day due to
the elimination of a school wide morning meeting. While we recognize the importance of starting the academic day together to help set the
tone, the additional class time is more valuable in our efforts for a rapic turnaround. Additionally, we are looking at possible options to use in
lieu of recess. When considering a recess period ranges from fifteen to twenty-five minutes (15 minutes for actual recess plus travel and
prep time), a more time efficient option would be the adoption of Brain Gym activities. It is feasible that an additional fifteen minutes of
instruction could be added. Add this thirty minutes recaptured to the additional half hour added to the day and our school day will essentially
be extended an hour. Finally, we realize the disruption of the learning process due to PA announcements. Therefore, beginning second
semester, non emergency announcements will be limited during the day, with general announcements made before school and in the
lunchroom.
As a staff, we are investigating the following as possibilities for increased staff collaboration. Playworks is a non-profit used in the Mass 2020
initiative in Massachusetts. The NPO supports learning through physical activities and games both during and after school. The Mass 2020
organization, at www.mass2020.org, will be contacted to get relevant information. Additionally, we recommend that the district reinstate art
as an enrichment activity and provide an additional PE class for all students. This would allow increased time for collaboration for
professional learning and instructional improvement efforts, including curriculum alignment, planning, data review, and lesson studies.
Every week, teachers have 200 minutes of planning and prep time. For Cummings, this is allotted at the beginning of the school day. In
addition to this time, each teacher receives eighty minutes of time devoted to professional collaboration. This is achieved when students go
to Gym and Music. For the 2012/13 school year, each teacher gets this period one day a week. For example, Mrs. Doe has her
collaboration time from 9:00 to 10:10 every Monday. Her students have a forty minute gym class followed by a forty minute music class. It is
expected that this schedule will continue in the 2013-2014 school year.
Beginning in the fall of 2013, a student schedule would include the following.
English Language Arts/writing 120 min; Math75 min; Guided Reading 70 min; Social Studies (Balanced Lit approach) 55 min; Science
(Balanced Lit approach) 55 min; Transitions / breaks (ie: Brain Gym) 30 min.
The Collective Bargaining Agreement Between Board of Education of the School District of the City of Flint and United Teachers of Flint, Inc.
(EFFECTIVE:July 1, 2010 through August 31, 2013) in ARTICLE 32 describes a Shared Decision-Making and Waiver Process which
SY 2012-2013
Page 21
© 2012 AdvancED
www.advanc-ed.org
Reform Redesign Report
Cummings School
provides building administrators and teachers with the operational flexibility to establish schedules and that provide for increased time for all
students to learn core academic content by expanding the school day, week or year.
ARTICLE 32 Shared Decision-Making and Waivers
A. "Shared decision-making" means a process using a site-based committee to reach a decision by consensus on a topic within the District's
guidelines. The shared decision-making process provides all site-based committee members with a fair opportunity to express views.
B. Under shared decision-making, identified portions of the Master Teacher Contract may be waived by the unanimous decision of a
committee consisting of the Superintendent, the Executive Director of Human Resources/Legal Affairs, and the President of the United
Teachers of Flint, or their designees. Waiver requests must be submitted to the district and to the UTF on the form provided and must be
signed by (1) the building Principal, (2) the building Learning Improvement Chairperson, if applicable, (3) the building Professional
Development Chairperson, if applicable, and (4) the head UTF building representative or designee.
C. A waiver shall be for one year, specific to the site-based school requesting the waiver, and shall not be precedent setting. Participation in
shared decision making shall not be a part of a teacher's evaluation or be otherwise used to discipline a teacher.
Describe strategies for continuous engagement of families and community. Detail how the school will provide for the ongoing
family and community engagement.
At Cummings School, we feel the involvement of parents, families and the general community is vital to the educational process. Our
building has a Parent Facilitator and a Behavioral Specialist whose primary roles are to establish and maintain a positive relationship with
families. Additionally, partnerships have been initiated and continue to prosper with the community at large. Communication with families
and community is essential. The school uses a variety of means to communicate. The most used is our Open Door policy. If a parent
comes in to meet with the principal, Parent Facilitator or Behavioral Specialist, a meeting will take place at that time. If the person is not in
the building, one of the three will be available to meet. If a parent comes up to see a teacher, an effort is made to relieve the teacher from
the classroom if possible. If not, the three above mentioned staff will try to handle the issue and / or a meeing will be scheduled. All staff
have a mailbox where any parent if free to leave any correspondence. Additionally, all parents are invited to join and participate in our
Parent Advisory Committee. Mr. Walthers has begun to work with the Parent Facilitator to increase parent/family attendance at Parent
Advisory Council meetings by 20% by the end of the 2012-2013 school year. Meetings are scheduled on a monthly basis, the dates and time
of which are published in our monthly newsletters and the "Year at a Glance" calendar sent home at the beginning of the year and available
in the main office. An academic strategy or topic is included in each month's agenda A bulletin board is maintained in the hall outside the
office. All staff have email addresses which are made available to parents. A list of the addresses is sent home each semester and is
available in the main office. Newsletters are sent home from the main office monthly. Staff have an assigned planning period which can be
used to meet with parents. Each semester, an afternoon is set aside for report card pickup and parent conferences. Additionally, staff are
available to meet with parents at a convenient time established between teacher and parents. The district has contracted with an internet
provider so that each school can have their own personal webpage. This process is under development and is expected to be in place
second semester of the current school year. Currently, Cummings is involved with a district initiate called the Parent Teacher Home Visit
Program. This plan will develop guidelines and protocols for teachers to visit the homes of their students through the school year. Family
Fun nights are scheduled twice a semester for the purpose of encouraging families to promote and foster the academic growth of their
children with fun activities that could be done at home. The Parent Advisory Committee selects a member of the committee to participate on
the School Improvement Team.
SY 2012-2013
© 2012 AdvancED
Page 22
www.advanc-ed.org
Reform Redesign Report
Cummings School
Cummings is in the process of developing stronger community partnerships. At this time, a partnership exists with two local churches. The
West Court Street Church of God works with us to provide all grade levels reading materials. For the last three years, they have donated the
funds to purchase Weekly Readers for all students at all grades K - sixth. At the holidays, our school gives a performance at the church. St.
Paul Lutheran Church partners with our school by providing volunteers to read with our students. They are scheduled to come twice a week
and work with identified students to help them increase their reading fluency levels. We are working closely with both churches to identify
ways of deepening our relationships in order to increase student achievement. The school and church leaders meet quarterly to discuss the
partnership.
Cummings Elementary School is also available for community events and activities. Our school is currently working with a member of the
Flint City Council in an effort to look at the possibility of having community based neighborhood meetings with members of City Hall.
Additionally, our schools in the district continue to be used as polling places for governmental elections.
SY 2012-2013
© 2012 AdvancED
Page 23
www.advanc-ed.org
Reform Redesign Report
Cummings School
PART F: PROVIDING OPERATIONAL FLEXIBILITY AND SUSTAINED SUPPORT
Describe how the district will provide the school with operational flexibility (staffing, calendars, time, budgeting) to implement a
comprehensive approach to substantially increase student achievement and increase graduation rate.
The district will provide the school with operational flexibility (staffing, calendars, time, budgeting) to implement a comprehensive approach to
substantially increase student achievement and increase graduation rate through a variety of supports. This flexibility will be monitored and
ensured by the Chief of Schools for Elementary Education, Mrs. Shelly Umphrey. Flexibility in some areas such as additional staffing and
professional development implementation will be in place in the second semester of the 2012-2013 school year. Full flexibility is expected to
be in place by August, 2013.
The existing United Teachers of Flint (UTF) contract with the Flint Board of Education includes language which allows building staff to submit
a year-to-year waiver for the purpose of flexibility in the school calendar and daily instructional time schedule. The district will continue to
support the school-level decision making and flexibility as it pertains to calendar and instructional time and seek a collaborative
understanding with the UTF of the need for operational flexibility to increase time and calendars as determined by the priority planning
process during the 2012-13 school year and as it impacts the collective bargaining agreement.
The district will provide operational flexibility and support the principal in implementing the teacher evaluation process in an effort to improve
student instruction and provide the principal with greater authority over the human resources of the school. The district has been subject to a
multi-year student enrollment decline which has resulted in the layoff of numerous teachers. Thus, the district is not currently in a state of
hiring. Principals will be provided flexibility to screen and interview candidates and have final authority over who is selected to be hired to
teach at the priority school.
The school implements the Flint Board of Education adopted curriculum in all content areas and utilizes district created units of study in
English Language Arts and Mathematics. Due to high mobility throughout the district, consistent instruction and pacing of curriculum is
utilized at the school. Effectively using data, the principal and teachers identify instructional gaps and needed resources to support closing
those gaps. The principal will be provided operational flexibility to manage building funding sources to customize curriculum and instructional
approaches.
Principals will have the flexibility to plan professional development beyond the district provided contractual days of professional development.
With the assistance of their school improvement team, the principal will plan targeted professional development based upon the building's
data and needs both during the school day and outside of the school day. To make this happen they will be provided flexibility in budgeting
utilizing their 10% Title I set-aside funds to support priority school activities. In collaboration with their Executive Director of Elementary
Education and Director of State, Federal and Local Programs, the principal and the SIP Team will annually plan the coordination of funds to
support the extended opportunities for professional learning.
The district will establish a committee with union representation by February 2013 to negotiate the needed operational flexibility with the
United Teachers of Flint (UTF) such as Recruitment/retention strategies and finalize operational arrangements during the 2012-13 planning
school year in order to have it in place for the implementation year 2013-14.
A letter of assurance will be provided from Mr. Larry Watkins, Superintendent of Schools.
Describe how the district will ensure that the school receives ongoing, intensive Technical Assistance and related support from
the district lSD, Michigan Department of Education, or other designated external partners or organizations.
The district will make certain the Cummings will receive support and assistance as necessary to correct the Priority status of the school. This
SY 2012-2013
Page 24
© 2012 AdvancED
www.advanc-ed.org
Reform Redesign Report
Cummings School
ongoing intensive technical assistance will be monitored and ensured by the Chief of Schools for Elementary Education, Mrs. Shelly
Umphrey.
The district's superintendent and executive directors of elementary and secondary education provide monthly half day professional
development for all administrators in its efforts to promote effective instructional practice and increased student performance. Sessions focus
on topics such as best practice, effective use of data, culture and climate interventions and parent/family engagement topics. Principals are
also engaged in small group "support team" meetings at school sites five to six times per year. The Executive Director of Elementary works
to develop agendas specific to the improvement goals at the visited site. There is a data analysis component, a study component (articles,
book study or video clips) and then focused building walkthroughs. This time is used to build consistency of the instructional eye and to help
building principals build consistency and continuity with curriculum implementation. Buildings are also supported through content
walkthroughs two to four times a year with the involvement of school level improvement team members, academic coaches and central office
representation. During these visits buildings share their progress towards school improvement from the previous visit, their intended focus
for the walkthrough and based on the observations next steps for improvement are established. The district will continue to support the
buildings with their school improvement/priority school initiatives
The District currently provides various means of external technical supports in order to increase student achievement and graduation rates.
GISD provides the teachers and staff with professional development in Best Practices, Differentiated Learning and Positive Behavioral
Intervention Support. Supporting the development and refinement of internal building processes and procedures around school improvement
is the Statewide System of Support (SSOS). A School support team (SST) consists of an ISD/ESA school improvement facilitator, district
representative, and when applicable and MDE representative, and content coach to provide on-site assistance facilitating school
improvement processes at Cummings Elementary School. In addition, content coordinators provided professional development and work
with individuals on instructional practice.
Cummings Elementary School continues to utilize technical assistance and resource programs and services from various sources ensuring
an increase in student achievement through diverse teaching strategies raising the rigor of instruction for all students and staff. Such
resources include but are not limited to US Dept. of Agriculture (Fresh Fruit and Vegetable Program); US Dept. of Agriculture (Community
Eligibility Option-Breakfast & Lunch Program); 21st Century Community Learning Centers (Before, During and After School Programs);
Genesee Regional Chamber of Commerce (YouthQuest After School Programming).
Cummings Elementary School also receives technical assistance from Karen Stong and Sybil Lenzie, Genesee Intermediate School District
School Improvement Facilitators. Mardella Alexander, provided through Michigan State University, supports the school as an Intervention
Specialist.
The first half of this school year was spent supporting Year One Title I MI Excel Priority Schools to develop and submit their Reform &
Redesign plan. School Improvement Facilitator's work shifts in 2nd semester to focus for the remainder of the school year. Some of the
activities SIFs will engage in for the remainder of the year are listed below:
¢Participate in on-going Data Dialogues held at the build-ing level which may inform revisions to the R & R plan
¢Support team to make required revisions to R& R plan based on feedback from MDE
¢Support the building team to integrate instructional components from the R & R plan into the School Im-provement Plan
¢Support the building team to pilot at least one Instruc-tional Learning Cycle by the end of the school year
¢Support the building team to plan for implementation of components of the R & R plan
An updated audio-visual presentation will be available on the components of the Instructional Learning Cycle in early January. Resources
SY 2012-2013
© 2012 AdvancED
Page 25
www.advanc-ed.org
Reform Redesign Report
Cummings School
and tools to help you implement the Instructional Learning Cycle are also being created. Further information will be shared at the February
SIF training. From March until May, small group training, webinars and on-site support will be available to help with the ILC.
Year One Priority Schools in Genesee County will conduct a pilot of the ILC in one content area, grade level or with a small group of teachers
by the end of the school year. Lessons learned during this pilot may be helpful as the building plans for further implementation of the ILC in
Year Two.
Finally, Mr.Walthers, works closely with the Executive Director of Elementary Education to support his efforts to lead the building's
improvement initiatives. With her assistance, a plan for coordinating all district and external supports to focus their efforts on teaching and
learning will be developed during the 2012-13 school year. This plan will also address the allocation of funds at the district and building level
to provide operational flexibility and address needs unique to Cummings Elementary.
SY 2012-2013
© 2012 AdvancED
Page 26
www.advanc-ed.org
Reform Redesign Report
Cummings School
Assurances Report
SY 2012-2013
© 2012 AdvancED
Page 27
www.advanc-ed.org
Reform Redesign Report
Cummings School
Michigan Department of Education Assurances
Priority Assurances
Assurance
Certified
Our school has implemented an evaluation process, which includes a
significant connection with student growth, to assess the effectiveness of
teachers and leaders working in our school. (Attach a copy of the
evaluation tool below.)
Comment/Attachment
Yes
Assurance: Our school has
implemented an evaluation
process which includes significant
connection with student growth, to
assess the effectiveness of
teachers and leaders working in
our schools. Both teacher and
administrator evaluation tools
should be included in the attached
zip file.
FCS Evaluation Forms_1.zip
Yes
Attached is our living document
for upcoming Professional
Development. It is a work in
progress and will be updated
reapeatedly throughout the year.
Upadates will be forwarded as
completed.
Professional Development
Outline.docx
Our school has a Professional Development calendar that supports the
reform effort selected for our school. (Attach a copy of the professional
development calendar below.)
Our school has implemented an extended learning time model to increase
instructional time as evidenced by our daily school schedule, teacher
Yes
collaboration schedule and student schedule. (Attach a copy of the
schedule(s) below.)
Please find attached the 20132014 daily time schedule.
master time schedule 1314.jpg
Our school provides additional time to improve student learning and
engagement through enrichment activities for students.
Our school has increased the
length of the school day in order
to provide additiional learning
opportunities.
Yes
SY 2012-2013
© 2012 AdvancED
Please find attached the daily
student schedule allowing for
implementing Brain Gym activities
along with extended time for each
content area.
Sample Schedule for a
Student.docx
Page 28
www.advanc-ed.org
Reform Redesign Report
Cummings School
Our school provides time for teachers to collaborate, plan and engage in
professional development within and across grades and subjects.
Yes
Our school District has a Memorandum of Understanding or Collective
Bargaining Agreement with the Local Education Association regarding the
measures required to implement the reform/redesign plan. Alternately,
Public School Academies without a Local Education Association can
provide documentation of board approval of the submitted reform plan.
Yes
SY 2012-2013
© 2012 AdvancED
We currently have time to
collaborate as teams every week.
Staff are released from their room
for a 80 minute period to meet
with peers, Intervention Teachers,
Academic Coaches and the
prinicpal. Attached is our monthly
topic schedule. In addition, we
have collaboration time built into
our Professional Development
plan, attached under that
assurance item.
Sample Staff Collaboration
Schedule.docx
The necessary assurance
documents needed for the reform
effort have been completed by the
district. All assurances are
located in the zip file under the
evaluation assurance. I have
attached one MOU, to see the
others, please open the zip file.
MOU 1.pdf
Page 29
www.advanc-ed.org
Professional Development Outline
2012 – 2015
School Year 2012, Second Semester
12 hours of PD each month (after school or weekends) with additional follow up
during collaboration meetings during the school day.
January
“Closing Achievement Gaps through Assessment
and Analysis of Results.” Teachers will learn how
to perform a running record accurately score it,
and develop a Focus for Instruction using the DRA
for ELA. Additionally, teachers will learn how to
gather materials for skills identified in the STAR
Math Instructional Planning Report. Teachers will
develop a plan for on going Progress Monitoring
using Running Records, Fluency Checks in ELA and
teacher generated formative assessments in math.
February/March
“Common Core Big Ideas per grade level in SS and
SCI.” Identify the main ideas, then select,
purchase and create a library using leveled content
books for Guided Reading texts in SS and SCI.
Teachers will continue planning for closing the
achievement gaps in literacy and math, continuing
the dialogue began in January.
April/May
A Balanced Literacy approach to be presented by
the Genesee Intermediate School District in
coordination with the building administrator and
district academic coaches. Topic: “How to take a
curriculum and fill in the gaps.” Emphasis will be
placed on Literacy across the curriculum.
Summer 2013 (15 days)
Book Studies: “The Daily Five” (Boushey & Moser,
2006), “The Café Book” (Boushey & Moser, 2009)
and “Guided Reading and Writing” (Fountas &
Pinnell, 2001) will focus on Literacy. “Elementary
and Middle School Mathematics Teaching
Developmentally” (Van DeWalle, 2007) will focus on
mathematics teaching.
A professional development session will be
presented on School Wide Positive Behavior
Support (SW-PBS)
August (2 days)
Administering and analyzing a Learning Styles
instrument.
Mandatory Agenda topics for all Professional Development / Collaboration meetings
beginning Fall 2013 will include: I. Discussion Classroom Practices /
implementation of latest strategy focus; II. Data Review;
III. Strategy Focus for the meeting; & IV New Learning.
Professional Development / Collaboration meetings will continue in the same
manner. Twelve hours a month with follow up taking place in the Collaboration
Meetings held during the school day.
During the summer of 2014, up to 10 days will be devoted to
aligning the curriculum with the Common Core standards and developing a calendar
of Monthly Concepts in all content areas. For the 2013/14 & 2014/15 school
years, all PD agendas will utilize the first three headings from above. For the
New Learning line item, strategies for teaching the monthly concepts will be
presented.
Monthly Collaboration Meeting Schedule
Week !:
ELA focus. Classroom Data Review; Collegial Walkthrough
Week 2:
Math focus: Classroom Data Review: Collegial Walkthrough
Week 3:
ELA focus: Professional Development / Strategy dialogue;
Collegial Walkthrough
Week 4:
Math focus: Professional Development / Strategy dialogue
Collegial Walkthrough