Application Narrative Table of Contents 1.0 Needs Statement .......................................................................................................................2 1.1 Schools to be Served ..............................................................................................................2 1.2 Needs Assessment ..................................................................................................................2 1.3 Prior Improvement Initiatives ................................................................................................6 2.0 Project Design...........................................................................................................................8 2.1 Objectives ...............................................................................................................................9 2.2 Rural School Eligibility .......................................................................................................11 2.3 Adequacy of Resources .......................................................................................................11 3.0 Strategies .................................................................................................................................12 3.1 Planning and Pre-Implementation ........................................................................................12 3.2 Evidenced-Based Strategies .................................................................................................15 3.3 Practices and Policies ..........................................................................................................16 4.0 Management and Sustainability ...........................................................................................17 4.1 Oversight and Support ..........................................................................................................17 4.2 Family and Community Engagement ...................................................................................18 4.3 Monitoring ............................................................................................................................18 4.4 Reform Sustainability ...........................................................................................................19 5.0 Evaluation ...............................................................................................................................20
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1.0 Needs Statement According to the needs of the individual school, the LEA has chosen a school within its district that demonstrates the greatest need for funds and the strongest commitment to use the funds as outlined by the 2016-2017 SIG program. 1.1 School to be Served The South Carolina Public Charter School District serves 36 schools with approximately 18,500 students. The SIG will be used to serve the following school within the district: SCHOOL NAME NCES ID# PRIORITY FOCUS INTERVENTION East Point Academy ES 450390101582 X Transformation Model Table 1: School to be Served for SIG Program Funds 1.2 Needs Assessment In 2014, East Point Academy (EPA) was identified as a Federal Focus School based on its 2014-2015 student data. A needs assessment was conducted recently at the school level to identify the problem areas in an effort to close the achievement gaps between subgroups and improve other low performing subgroups. As a result, EPA has selected to implement the Transformation Model to best fit the needs of the school. The analysis consisted of source information based on the 2014-2015 ACT Aspire reading and math data. EPA also collected feedback and survey responses from students, parents, staff, and teachers. The 2014-2015 ACT Aspire data shows major achievement gaps between specific demographics at EPA. Results indicate that EPA’s African American subgroup did not meet standards in several areas, including reading and math. The following charts of the 20142015 reading and math data will indicate the achievement gaps as described. Although prior improvement initiatives have been implemented to directly address most areas of concern,
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current student performance data indicates that there is still more work to be done to close the achievement gaps between EPA’s African American subgroup and other demographics:
Chart 1: 2014-2015 3rd Grade ACT Aspire Data by Race/Ethnicity
Chart 2: 2014-2015 4th Grade ACT Aspire Data by Race/Ethnicity
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Chart 3: 2014-2015 5th Grade ACT Aspire Data by Race/Ethnicity In addition to our focus of the achievement gaps between subgroups, the needs assessment of EPA also focuses on improving the scores of all demographics in reading and math to ensure that in closing one achievement gap, the school does not create another. Successful performance of all students is at the forefront of EPA’s mission. The following charts of the 2014-2015 ACT Aspire reading and math data for 3rd through 5th grade shows a significant number of students at EPA that are either close or in need of support:
Chart 4: 2014-2015 3th Grade ACT Aspire Reading and Math Data
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Chart 5: 2014-2015 4th Grade ACT Aspire Reading and Math Data
Chart 6: 2014-2015 5th Grade ACT Aspire Reading and Math Data The needs assessment also incorporated feedback and survey responses gathered from the students, parents, staff, and teachers of EPA, which indicated that other areas of concern are impacting the lack of success between demographics and EPA students overall. Necessary improvements consist of providing more appropriate professional development opportunities that support the needs of new and returning staff and teachers. By establishing a more sustainable school climate for staff, teachers, and students, improvements can be seen in areas such as retention, student performance and discipline. In order to exert high quality instruction, the school has to provide them with the necessary knowledge, techniques, tools, and useful evaluation measures to effectively improve the existing achievement gaps.
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1.3 Prior Improvement Initiatives Prior improvement initiatives have been implemented to address the needs of students, teachers, staff, and parents. EPA is aware of the improvements needed to enhance the way teachers and staff are supported, parents are involved, and students are instructed to increase the results of student performance. Beginning in the 2015-2016 school year, EPA replaced its principal by bringing in a new Head of School, Dr. Winnie Johnson. Dr. Johnson comes to East Point Academy by way of Dutchtown Elementary School in Hampton, Georgia, where she was principal for ten years. Dr. Johnson’s experience with education has a long tenure, where she started out as a speech pathologist working within all grade levels of education. She then advanced her position within the school from school counselor to principal. Dr. Johnson has also worked as an administrator at the district level in this same district for four years. East Point Academy is pleased to have acquired Dr. Johnson as the newest Head of School as they transition into their 6th year operating as South Carolina’s first Chinese Language Immersion Public Charter School. One of Dr. Johnson’s first initiatives as Head of School at EPA was to organize a professional development schedule to begin transforming the way current teachers are trained and supported to be able to effectively provide high quality instruction for the students. She conducted surveys shortly after beginning at EPA to give her a better understanding of the different cultures present and establish effective strategies for working with those different cultures. She analyzed the areas of need that required the most focus and provided the most effective approach to closing the achievement gaps between subgroups. Examples of these research-based strategies were 1) increased focus on the use
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of formative assessment data and 2) the concept of standards-based classroom instruction. The professional development schedule was created and organized accordingly. Although improvements are being made, there is still much work to be done. As school climate is also essential, EPA has worked to remain transparent in its progress towards educational success and any new initiatives being put in place to address areas of concern. The overall goal is to maintain a sustainable relationship between all participating parties of the EPA community. The Ambassador Program, comprised of a diverse population of EPA parents, was recently initiated for its representatives to go out into the community to report the positive progress being made and upcoming programs and initiatives being implemented at EPA. This group is also charged with ensuring that accurate information about the school is being disseminated throughout the EPA community. Previously, EPA also created a program known as Parent University, which involved providing parents with increased knowledge and strategies to use when working with their students at home. This activity further strengthens the home-school partnership. It is important that parents are aware of what they can do to establish a safe, educational experience for their children. The needs assessments done by parents and teachers, however, indicate that there are parents that feel they should be more involved in their child’s educational experience and teachers that feel it would definitely be essential to students for parents to have a more active role as well. To continue increasing their efforts, EPA partnered with the Parent-Teacher Organization (PTO) to raise $25,000. Additionally, they obtained Board approval to match the $25,000 for the purchase of an activity bus. Moving forward, EPA hopes to provide
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students with educational, interactive, and meaningful field trips to continue encouraging cultural sharing and understanding as a Chinese Immersion School. EPA has made previous efforts to address the existing achievement gaps by piloting, adopting, and implementing the Imagine Learning (IL) reading program and Big Brainz mathematical software during the 2015-2016 school year for students who are not meeting requirements on state assessments. Because of the proven success of these programs, EPA invested $23,500 to provide students with these much needed resources to assist in fostering ongoing remediation. The implementation of the IL program and Big Brainz software focused specifically on EPA’s Special Education (SPED) students, English for Speakers of Other Languages (ESOL) students, and Response to Intervention (RtI) students whose Measure of Academic Progress (MAP) RIT scores were 30% and below. In addition, EPA also implemented the IL Afterschool Reading Program three days a week to meet the needs of struggling readers while providing the parents of these students with free childcare during after school hours. Results have shown that from October to May, there was up to a 45-point gain in students’ reading MAP RIT scores. EPA is aware that there is still a need to improve the scores of all students’ reading and math scores across grade levels to ensure that by closing one gap, another one is not created. Expanding the focus of the IL program and Big Brainz software provides other students not meeting the target for remediation the opportunity to improve. 2.0 Project Design The following section proposes a list of objectives that EPA intends to accomplish with the SIG program. These objectives reflect the needs identified in the previous section to improve the achievement gaps between EPA subgroups, provide staff and teachers with a more sustainable
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educational platform, produce high quality instruction, and create an environment that encourages academic success across all grade levels at EPA: 2.1 Objectives Objective One: Professional Development In an effort to improve the existing achievement gaps at EPA each year, multiple professional development opportunities will be provided to staff and teachers that are aligned with EPA’s instructional programs. EPA will create useful instructional support positions, develop specialized training, and encourage valuable feedback to aid staff and teachers in an effort to improve their professional knowledge, competence, skills, and effectiveness. Staff and teachers will be equipped with all of the necessary training, resources, and support to excel as ambassadors of the public education system. A participation log and survey will accompany each professional development opportunity to measure the expediency of this implementation to ensure that EPA is meeting the needs of its staff and teachers. Quarterly student achievement data will be reviewed by EPA’s newly formed Data Team to determine if they are meeting the needs of their students as well. Objective Two: Up-to-Date Technological Resources and Infrastructure EPA will provide students, teachers, and staff with the appropriate technological resources and infrastructure needed to foster a more up-to-date environment for academic success. During year one (2016-2017), EPA plans to provide a total of 460 Chromebooks and 20charging carts to accommodate current students attending EPA. During year two (20172018), EPA will provide an additional 47 Chromebooks and 2 charging carts to accommodate previous provisions to expand EPA to include the eighth grade. A total of 50 computers will be purchased for the media center to include 25 for the newly established
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portable used as an additional computer lab. Other technology upgrades are to include Internet, wireless connection, firewall protection and bandwidth, yearly Chromebook licensing requirements, management, and security software. Objective Three: High Quality Instruction To provide teachers and staff with a more sustainable platform to increase student growth and proficiency, EPA will provide teachers and staff with all necessary resources to establish effective, ongoing, high quality instruction based on teacher evaluations, student assessments and collaboration reflective of culturally responsive practices. Improving the achievement gaps at EPA requires the continuance of a previously implemented program, Imagine Learning (IL), a research-based language and literacy software program for children all over the world. IL provides assessment data for teachers and better selfmonitoring for students. EPA will also implement the use of Imagine Learning’s Big Brainz software, which focuses on mathematical competencies. Big Brainz offers interactive progress reports that show individual student growth, improvement, and estimated times to fluency completion. Additionally, ongoing professional development will occur throughout the year to strengthen teachers’ use of the data obtained from each assessment in use at EPA. Objective Four: School Climate EPA will foster a more reflective school climate that develops effective improvements and is reflective of the survey results from students, parents, staff, and teachers. More specifically, results of EPA’s needs assessment of parents, teachers, and students expressed the need for more collaboration between all participating parties to ensure a supportive, educational experience for students. Educational and interactive field trips will be
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implemented for each grade level to encourage cultural responsiveness and understanding. EPA will also initiate collaborative activities such as Parent Night to continue building a more sustainable relationship between parents/guardians and staff/teachers. A positive school climate is critically related to school success. It can improve attendance, achievement, and retention. In an effort to establish a better school climate, this initiative will be evaluated by monitoring improvements in the academic, disciplinary, and physical environment of EPA. As a result, teachers will be awarded bonuses for student growth and overall achievement. 2.2 Rural School Eligibility East Point Academy is not eligible under subpart 1 or 2 of Part B of Title VI of the ESEA (Rural Education Achievement Program), and as such, is not eligible to modify any element of the Transformation Model. 2.3 Adequacy of Resources The district and school level officials will work together to ensure that EPA has adequate resources and support to fully implement the Transformation Model as outlined. Proper screening, training, and mentoring of new hires will be administered upon the planning year of the SIG program. In addition, necessary arrangements will be made to fully upgrade the school’s infrastructure and provide new technological resources. EPA will contract out to a technology firm to ensure that everything is done correctly. During the implementation years of the SIG program, necessary assessments and surveys will be given to ensure that EPA is meeting the needs of its staff, teachers, and students as outlined in the Transformation Model. Additional funding from resources such as Title I funding will also be used to ensure the adequacy of resources as the EPA community works together to achieve overall academic success and sustainability. 11
3.0 Strategies The following outline details EPA’s strategies based on the requirements of the Transformation Model, the needs assessment, and the objectives that EPA plans to accomplish with the SIG program. The strategies outlined in section 3.1 will be implemented in the 2016-2017 planning year, with certain components monitored and evaluated throughout the term of the following three years of the grant period. The remaining strategies outlined in section 3.2 will be initiated during the implementation years of the grant period from August 2017 through June 2021. All applicable components of the Transformation Model will be thoroughly evaluated during the remaining sustainability year of the grant period for expediency to determine if the strategy fulfilled the overall purpose of the SIG program: 3.1 Planning and Pre-Implementation I. Strategy One: Incorporating Effective Professional Development Opportunities A. Create necessary positions at EPA to increase their professional development efforts. During the Planning Year (2016-2017), EPA will employ a Curriculum Coordinator/Specialist, Professional Development Coordinator, Instructional Coach, a Coordinator of Access, Equity, and School Climate and instructional staff to establish professional development opportunities. The candidates for these positions will be properly screened and hired by the Head of School to begin incorporating effective strategies for professional development based on the needs assessments done by staff and teachers. B. Organize instructional facilitators to provide training based on the specific needs of teachers and staff at EPA. Based on the needs assessment surveys done by the teachers and staff, professional development workshops and trainings will be
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administered beginning in the planning year (2016-2017) of the grant period, and continue throughout as needed. The instructional staff will be chosen based on the topic areas that need to be addressed in order to better serve the students of EPA in closing the existing achievement gaps. The Head of School will work with the new Curriculum Coordinator/Specialist and Professional Development Coordinator chosen to construct an appropriate professional development schedule that will target those areas of concern. C. Provide an orientation for new teachers and ongoing professional development training to ensure they have all of the necessary resources for academic success. New teachers will be expected to return to school earlier than returning teachers for additional training in the summer before each new school year. As a Chinese immersion charter school, new teachers will need to be thoroughly trained and introduced to the learning style of EPA, its mission and objectives as a charter school, and the standards that each teacher is expected to adhere to. All first year teachers will be assigned a mentor to assist them as needed throughout the school year to ensure they are keeping up with the professional development strategies as outlined in the newly created schedule. D. Develop a Data Team to monitor data in a way that makes it useful in tracking student performance and analyze teacher progression. In an effort to develop a more robust evaluation process, EPA will implement a Data Team to monitor changes in student performance. This will help teachers to adjust instructional activities, student grouping, re-teaching, acceleration, and remediation based on real time student data. ALL instruction will be based on a variety of quantitative and qualitative data. The Data
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Team will also be used to inform staff on instruction ideas with a more defined approach on what professional development topics need to be addressed. The topics will depend on the areas that the Head of School, teachers, and staff feel would be the most beneficial in improving student performance. II. Strategy Two: Providing Up-to-Date Technological Resources and Infrastructure A. Contract with a technology firm to assess the equipment needed to upgrade the school’s technological resources and infrastructure. (Planning Year) In order to successfully install the necessary equipment, the selected third-party resources will need to assess the EPA campuses to properly install Internet, wireless connection, firewall protection and bandwidth, etc. B. Purchase all necessary Chromebooks and charging carts to accommodate for each student as well as the previous provisions to expand EPA to include the eighth grade. During the planning year of the grant period, 460 Chromebooks and 20 charging carts need to be purchased along with the required licensing and security software to operate them in an effort to enhance the way teachers administer lessons, assignments, and learning tools to students. An additional 47 Chromebooks and 2 charging carts need to be purchased to accommodate the new eighth grade expansion to be added during the 2017-2018 school year, as well as the yearly Chromebook licensing and security software. (Implementation Year 1) C. Expand topics of discussion for the Parent University initiative. In order to better assist parents in providing their children with safe, educational experiences at home, EPA will provide a Parent University session that focuses on Internet safety for their
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children and to increase their effectiveness in monitoring student activity while using the Chromebooks. 3.2 Evidence-Based Strategies III. Strategy One: Promoting High Quality Instruction A. Implement the use of the Imagine Learning (IL) reading program across all applicable grade levels. As a previous initiative to improve student performance for SPED, ESOL, and RtI students whose MAP RIT scores were 30% and below, EPA will implement the IL reading program for all applicable grade levels to ensure that in closing one achievement gap, another one is not created. EPA wants to improve the reading scores of all subgroups, as there is a significant portion of EPA students that are either close or in need of support according to the 2014-2015 ACT Aspire data. B. Implement the use of the Big Brainz mathematical software across all applicable grade levels. The 2014-2015 ACT Aspire math data for 3rd through 5th grade students at EPA indicate that a significant amount of students are either close or in need of support. The Big Brainz software is designed to assist students that struggle with mathematical concepts. By implementing this program, EPA can improve student performance in math by transitioning those categorized as close on the ACT Aspire grading scale, to ready; and those that are categorized as in need of support to close or better. IV. Strategy Two: Establishing a Better School Climate A. Incorporate the use of the Data Team to aid parents in staying involved with their child’s academic progress. Based on the needs assessment for parents, most indicated that they want to have a more active role in helping their child achieve
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academically. As a result, EPA will integrate the Data Team with the Parent University initiative to instruct parents on how to monitor their child’s academic data that is sent home by the school. The Parent University session will guide parents on how to properly analyze the information given, along with tips and techniques on how to improve their performance levels moving forward. B. Award teachers yearly bonuses based on student growth and overall student achievement. EPA will award teachers a $300-$500 bonus each year based on student achievement in their classrooms. The needs assessments done by parents indicated that there needs to be more consistency among staff to hold good teachers. In turn, it is essential that all teachers feel valued and appreciated for the hard work they exhibit in the classroom and should be awarded as such when their student performance levels increase. C. Organize educational and interactive field trips for each grade level. Student assessment surveys conducted for the needs assessment showed a significant amount of students that are interested in a more interactive form of learning. As the mission of EPA is to prepare students for academic and personal success in a learning environment that promotes cultural sharing and understanding, organizing meaningful field trips that support that mission will be beneficial to the students at EPA. 3.3 Practices and Policies If necessary, EPA has in place proper procedures to modify current practices and policies. In consideration of EPA’s charter, if any major practice or policy needs to be modified based on any objective or strategy of the Transformation Model, the Head of School will consult with the necessary personnel such as the Leadership Team, the School Improvement
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Council, and/or the Board of Directors prior to finalization. The Leadership Team is comprised of administrators and various coordinators within the school such as the Title I Coordinator, Human Resources Coordinator, etc. The School Improvement Council is comprised of parents, teachers, and community members. The Board of Directors consists of nine nominated candidates of the community. 4.0 Management and Sustainability The following table in section 4.1 outlines the key staff members, their position at EPA, assignments as described in the SIG Transformation Model, and their contact information: 4.1 Oversight and Support Key Staff Dr. Winnie Johnson Lisa Smith Kimberly Christ
Dana Hutto Ying Du
Christina (Chao) Sun Karla Swan Pamela Leonard
Karen Yvette Blackwell-Boyd Dr. Kandice Smith
EPA Position Head of School
SIG Assignment SIG Project Director
Federal Programs Coordinator Development and Public Relations Coordinator Assistant Principal
School Assistant Project Director Professional Development
Math/Mandarin Curriculum Coordinator First Grade Teacher Gifted & Talented Teacher Information Technology Specialist Guidance Counselor
Contact 803.926.0520 ext. 1005 803.926.0520 ext. 1008 803.926.0520 ext. 1013
Professional Development, High Quality Instruction Professional Development, High Quality Instruction
803.926.0520 ext. 1017 803.926.0520
Professional Development, High Quality Instruction Professional Development, High Quality Instruction Professional Development, Technological Resources and Infrastructure, High Quality Instruction School Climate
803.926.0520
Computer Professional Development, Technology High Quality Instruction, Explorations Teacher Table 2: Key Staff and SIG Assignments
803.926.0520 803.926.0520
803.926.0520 ext. 1014 803.926.0520
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4.2 Family and Community Engagement As an ongoing mission and long-term effort, EPA is committed to building home and school relationships between the parents/guardians and staff/leadership. EPA believes that community engagement is essential in the implementation of the Transformation Model. Engaging families and the community keeps them updated, fully aware, and a part of the educational achievements EPA expects to see over the next few years. EPA encourages parents/guardians to participate in leadership roles on the Board of Directors, PTO, School Improvement Council, etc. Information carousels have also been added for the parents and visitors of EPA in the front offices of both campuses to continue updating them on the progress being made, including their efforts to gain the School Improvement Grant. As EPA implements its strategies as outlined in the Transformation Model, EPA will continue updating and providing useful information to parents/guardians. EPA has implemented a group of parents known as EPA Ambassadors, comprised of parents that represent all demographics and geographic areas served. Their mission is to keep the EPA community updated and aware of the progress and efforts of the school as they achieve and maintain academic success for all students. 4.3 Monitoring At the district level, the South Carolina Public Charter School District (SCPCSD) will use the SIG monitoring instrument to check for compliance. Also, the Office of Federal Programs at the SCPCSD will use the federal program compliance monitoring instrument to spot check for compliance and dig deeper into the issue if or when concerns arise. Any issues of non-compliance that have not been rectified will be reported to the School
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Performance Framework, a formal way to inform the school of the concerns. The school will then have to develop action plans to rectify these concerns by the provided deadlines. At the school level, EPA will develop a robust process for monitoring data aligned with the objectives and strategies of the Transformation Model. State standardized testing, including ACT Aspire reading and math data, will be evaluated at the close of each succeeding year of the grant period to determine any changes in the existing achievement gaps between subgroups. Quarterly interim assessments will be done to monitor the effectiveness of EPA’s professional development strategies and improvements towards high quality instruction in relation to the academic success of the students. Frequent formative assessments will be ongoing throughout the year that will inform ongoing instruction, reteaching of content, acceleration, and remediation. If applicable, modifications to the Transformation Model will be made based off of the results received. 4.4 Reform Sustainability The South Carolina Public Charter School District and EPA commit to distributing the SIG funds as outlined in the Transformation Model. The necessary strategies will be implemented as planned to incorporate professional development opportunities, update technological resources and infrastructure, promote high quality instruction, and create a more sustainable school climate. The administrative staff and teachers will be trained, mentored, and assessed accordingly to ensure that EPA is improving instructional effectiveness and making adjustments as needed to successfully fulfill the purpose that the SIG program is designed to achieve. The Leadership Team will work with the Board of Directors in setting up the fund balance to sustain the activities beyond the five-year period.
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5.0 Evaluation The following table indicates the evaluation methods that EPA will conduct based on the objectives of the Transformation Model. Modifications will be made as needed to ensure consistent growth and improvement towards closing the existing achievement gaps between subgroups at EPA: Target Objective
Professional Development
Planning Year
Strategy
Evaluation Process
A. Create necessary positions at EPA to increase EPA’s professional development efforts. B. Organize instructional facilitators to provide training based on specific needs of teachers and staff at EPA. C. Provide orientation for new teachers and ongoing professional development training to ensure they have all of the necessary resources for academic success. D. Develop a Data Team to monitor data in a way that makes it useful in tracking student performance and analyze teacher progression.
1. A participation log and survey will accompany each professional development workshop/training to measure its expediency. 2. Quarterly student achievement data will be assessed to determine the effectiveness of the workshops/trainings. 3. Standard ADEPT and SAFE-T teacher evaluations will be conducted as well as informal walkthroughs. 4. The results gathered by the Data Team will indicate any changes in student performance and identify specific areas that professional development moving forward needs to focus on.
A. Contract with a technology firm to assess the equipment needed to upgrade the school’s technological Up-to-Date resources and infrastructure. Technological B. Purchase all necessary Resources and Chromebooks and charging Infrastructure carts to accommodate for each student as well as the previous provisions to expand EPA to include the eighth grade.
1. Administer a survey at the end of each year for students and teachers to assess any improvements in any areas based on the enhanced technology equipment. 2. Monitor changes in student performance on state standardized tests.
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C. Expand topics of discussion for the Parent University initiative.
Implementation Year 1-3 and Sustainability Year
1. Assess the ACT Aspire math and reading data for increases in scores. 2. Utilize IL’s Annual Growth Test to monitor student progression towards proficiency. A. Implement the use of the 3. Assess data from IL’s new Imagine Learning (IL) end-of-session screen that reading program across all shows students' progress each day. High Quality applicable grade levels. B. Implement the use of the 4. Administer student surveys Instruction Big Brainz mathematical to assess how useful students software across all applicable feel the reading program is grade levels. contributing to their academic success. 5. Collect data from Big Brainz software that provides progress reports of individual student growth, improvement, and estimated time to fluency completion. 1. Provide parents with a survey to assess improvements on their roles in their child’s academic progress. A. Incorporate the use of the 2. Monitor student Data Team to aid parents in performance levels throughout staying involved with their the year and on their child’s academic progress. standardized tests to determine B. Award teachers yearly student achievement in each Better School bonuses based on student classroom. Climate growth and overall student 3. Administer surveys to achievement. students after every field trip to C. Organize educational and assess what they learned and interactive field trips for each how useful they felt the trip grade level. was. 4. Provide staff and teachers with a survey to assess any changes/improvements in student discipline levels. Table 3: Transformation Model Evaluation Outline
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