Example: Student and Parent Forum 3/15/14 25 5 1 1 0 200 Principal discussed elements of SIG and Turnaround Model with group – opened up for public question/comment Cadet Council 1/2014 0 0 1 0 1 20 Student climate survey, school improvement identification. Financial Planning Meeting 3/7/14 2 0 0 1 2 0 CEO and CFO met with board member and Bookkeeping Plus to discuss budget for 2014-2015. Need for SIG was identified. Teacher Survey 0 65 0 0 1 0 Teacher climate survey, school needs assessment delivered via email. Alumni Forum 3/14/14 1:00- 4:00pm 10 1 1 0 2 55 Alumni discussed strengths of APA with senior class. Following discussion, Director of Academics (DOA) discussed SAP with alumni group and asked for feedback. School-Wide Email 3/17/14 11:25am 10 85 10 0 8 0 Feedback was requested for SIG. SIG Work Session Schedule released. Student Forum 3/19/14 0 0 0 0 1 11 DOA discussed elements of SAP, SIG and A-F Accountability system. Students provided feedback on programs and resources that they felt would improve achievement. Student, Teacher, and Parent Forum 3/24/14 8 40 8 0 5 5 DOA discussed elements of SIG, explained differences between “Turnaround” and “Transformation” and selection of Transformation model – opened up for public question/comment SIG Work Session 3/20/14 2 5 1 0 2 0 Work group reviewed past and current data. Identified strengths and weaknesses of current interventions. Planned ways to improve interventions and identified needs. SIG Work Session 3/24/14 2 7 2 0 2 0 Work group discussed STP Forum. Continued data analysis and needs assessment. Compiled budget tasks. SIG Work Session 3/25/14 0 1 2 0 2 0 Work group discussed proposed items for budget. Divided budget into categories and assigned sections to research.
SIG Work Session 3/26/14 0 2 1 0 2 0 Work group analyzed grant data and key findings. Provided feedback relating to student leading indicators. SIG Work Session 3/26/14 1 3 1 0 1 3 Work group expanded upon work completed by morning session. Finalized budget needs. SIG Work Session 3/27/14 0 4 3 0 2 0 Work group made final adjustments to budget proposal and prepared to present proposal to CEO. Parent 3/27/14 Public Forum Public Forum Public Forum Public Forum Public Forum Public Forum Electronic communication through blog explaining SIG and requesting parent feedback. School Board Meeting 3/27/14 4 2 1 5 2 0 CEO discussed status of SIG with school board. Opened up for questions/feedback. Part 3: Schools to be Served by LEA Schools to be Served by LEA Based on the “School Needs Assessment” tool, the LEA has determined this model for the school School Name Grade Span Priority School Y/N Selected Model No model will be implemented – Explain why the LEA believes they do not have the capacity to serve this Priority School Anderson Preparatory Academy K-12 Y Transformation Part 4: Needs Assessment and Goals Complete the table below for your overall student population, as well as available student groups (American Native, Asian, Black, Hispanic, White, Free/Reduced Lunch, Limited English Proficient and Special Education) that did not pass in English/language Arts and/or mathematics Student Groups - ELA % of this group not passing # of students in this group not passing How severe is this group’s failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY Goal SY Goal SY Goal Example: LEP 75% 52 HIGH - No prior formal schooling; from culture. 40% passing 45% passing 50% passing Overall – ISTEP+ 30.2% 112 Baseline/School Rate 75.6% passing 78.5% passing 81.4% passing Black 42.7% 35 HIGH – low parental involvement, low reading fundamental skills, first generation 66.7% passing 71.4% passing 76.1% passing 2015
college, commitments to support family financially, economically disadvantaged Hispanic 36.8% 7 AVERAGE – language barriers, few available resources and support, economically disadvantaged 70.8% passing 74.6% passing 78.4% passing Multiracial 53.6% 15 HIGH – low parental involvement, low reading fundamental skill, first generation college, economically disadvantaged 66% passing 72.2% passing 78.4% passing White 23.1% 55 LOW – low cultural expectations, economically disadvantaged 80.7% passing 82.6% passing 84.5% passing Free/Reduced 36.4% 87 AVERAGE – low parental involvement, low reading fundamental skills, commitments to support family financially, economically disadvantaged, low cultural expectations 71.2% passing 75% passing 78.8% passing Special Education 50.7% 38 HIGH – very diverse needs, multiple grade levels behind, low reading fundamentals, low cultural expectations 60.9% passing 66.7% passing 72.5% passing Overall - ECA 21.8% 19 Baseline/School Rate 81.6% passing 83.3% passing 85% passing Black 41.7% 10 HIGH – low parental involvement, low reading fundamental skills, first generation college, commitments to support family financially, economically disadvantaged 67.3% passing 71.8% passing 76.3% passing Hispanic Suppressed Suppressed N/A N/A N/A N/A Multiracial Suppressed Suppressed N/A N/A N/A N/A White 13.7% 7 LOW – economically disadvantaged 87.3% passing 87.8% passing 88.3% passing Free/Reduced 31.8% 14 AVERAGE – low parental involvement, low reading 74.4% passing 77.5% passing 80.6% passing
fundamental skills, commitments to support family financially, economically disadvantaged, low cultural expectations Special Education 40.0% 4 HIGH – very diverse needs, multiple grade levels behind, low reading fundamentals, low cultural expectations 68.6% passing 72.9% passing 77.2% passing Student Groups - Math % of this group not passing # of students in this group not passing How severe is this group’s failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY Goal SY Goal SY Goal Example: LEP 75% 52 HIGH - No prior formal schooling; from culture. 40% passing 45% passing 50% passing Overall – ISTEP+ 24.6% 91 Baseline/School Rate 79.6% passing 81.7% passing 83.7% passing Black 34.1% 28 AVERAGE – low parental involvement, low reading fundamental skills which is impacting math performance, first generation college, commitments to support family financially, economically disadvantaged 72.8% passing 76.2% passing 79.7% passing Hispanic 26.3% 5 AVERAGE – language barriers, few available resources and support, economically disadvantaged 78.4% passing 80.7% passing 83.0% passing Multiracial 42.9% 12 HIGH – low parental involvement, low reading fundamental skill which is impacting math performance, first generation college, economically disadvantaged 66.5% passing 71.2% passing 75.9% passing White 19% 45 LOW – low cultural expectations, economically disadvantaged 83.6% passing 84.9% passing 86.1% passing