The Real Charter School Story

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Section 1 1.introduction of Community Charter School Section 2 2. Bridging the Gaps Section 3 3.Educational Research Section 4 4.Life Skills

Section 5 5.The ITI Teaching and Learning

Section 6 6.Sharing The Vision

Section 7 7.2005-2006 School Example Improvement Plan Summary- 27 Section 8 8. True Visionaries

Section 9 9.Toledo Academy of Learning Middle School and High School 2

“The Dedicated Vision" Of Toledo Academy of Learning "A Community School of Choice"

Section 1

The Charter School Story

1.introduction of Community Charter School

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Toledo Academy of Learning

Founder Denise Gwynn Toledo Ohio Former Mayor Ford Founder Margie Blackmon Mission: To Inspire Success

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School History Toledo Academy of Learning (TAOL) was founded in 1999 by Margie Blackmon and Denise Guynn as a community school of choice. The school started with 98 students in a 10,000 square foot facility. Today Toledo Academy of Learning is located in a renovated warehouse at 301 Collingwood Blvd. in Toledo, Ohio. The school serves nearly 400 students from Kindergarten through 10th grade in a 45,000 square foot facility. We started adding high school grades 20042005 in response to the request of our parents.

Toledo Academy Of Learning

The majority of our students come from the surrounding inner city neighborhoods in fact 97% qualify free or reduced lunch. The TAOL motto is “Bridging the Gap� because the majority of our students have been unsuccessful in the traditional public schools. Parents are seeking a school where their children can learn and make progress.

.

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Section 3 Bridging the Gaps

“Bridging the Gaps” Between Students, Families, Educators and the Community Bridging the Gaps

Mission

:

• Inspire success!

Vision: • Our students will have the knowledge and skills needed to succeed in life.

• Together we will bridge the learning gaps that have affected our children.

• Build self-esteem and sense of purpose.

Values: 6

• Meet each student where they are.

• Deliver challenging academics that give students the quality education they will need to succeed in college and career.

• School-wide ownership.

• Collaborative learning environment.

Goals: • Go where no other school has gone.

• Engage parents as stakeholders.

• Imbed positive outreach programs within a community school setting.

• Create 7-12 Grade Career Based Education and Career Technical Education programs that prepare students for 21-century careers and jobs.

• Provide real world experiences in the career program that allow students to explore, investigate, and research their prospective fields of work.

Research Finding Smaller family-oriented schools reduce the harmful impact of poverty on students’ achievement.

That is why TAOL promotes a caring family-like atmosphere with character education, where students are encourage to use the life skills they are taught. Long-Term Goals Phase 1: Build an educational facility for grades 7-12, including a physical health/wellness center and athletic fields.

Phase 2: Build an educational facility for grades K-6 Phase 3: Develop a community learning center and athletic center. Develop community and neighborhood programs including community gardens, mental and physical health and nutrition programs. 301

Section 4 Educational Research Scouring the Educational Research

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Margie Blackmon has been scouring the educational research trying to decide the best pedagogy for the charter school she was designing. She hoped to serve inner city children who were not thriving in tradition schools. Some would have learning disabilities; many would not have role models at home in inspire them to learn. Her degrees and career direction had been in earlychildhood education, so she needed to learn as much as she could about teaching older children.

She knew that character education would be important with the population she would serve. She knew she had to follow the state standards. It was also important to pick an approach that influenced all the different learning styles. She went to training held by the local Catholic diocese on the educational approach known as Integrated Thematic Instruction. It seemed that all roads pointed to ITI.

Hands On Science

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Learning About Holiday’s Around the World

History Lesson

History Lesson 10

Student Learning With Living History Lesson

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Learn Ohio History Annie Oakley

“Aim at a high mark and you will hit it. No, not the first time, not the second time and maybe not the third. But keep on aiming and keep on shooting for only practice will make you perfect.

Finally you’ll hit the bull’s-eye of success.” Annie Oakley

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Section 4 Life Skills section 4

Teaching Students Character and Life Skills The Lifelong Guidelines ______________________________________________________________________________ Active Listening Listen with your ears, eyes, & heart; give your undivided attention No Put Downs Treat each person with respect Personal Best Put forth your best effort Trustworthiness

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Be worthy of someone’s faith and trust in you Truthfulness Be honest and tell no lies ______________________________________________________________________________ _________ The Life skills INTEGRITY: To act according to a sense of what's right & wrong INITIATIVE: To do something because it needs to be done FLEXIBILITY: To be willing to change plans when necessary PERSEVERANCE: To keep at it ORGANIZATION: To plan, arrange, & implement in an orderly way SENSE OF HUMOR: To laugh & be playful without harming others EFFORT: To do your best COMMON SENSE: To use good judgment PROBLEM SOLVING: To create solutions in difficult situations & everyday problems RESPONSIBILITY: To respond when appropriate, to be accountable for your actions PATIENCE: To wait calmly for someone or something FRIENDSHIP: To make & keep a friend through mutual trust & caring CURIOSITY: A desire to investigate & seek understanding of one's world COOPERATION: To work together toward a common goal or purpose

CARING: To feel and show concern for others COURAGE: To act according to one's beliefs despite fear of adverse consequences PRIDE: Satisfaction from doing one's personal best 14

RESOURCEFULNESS: To respond to challenges and opportunities in innovative and creative ways

By Susan Kovalik & Associates

Section 5 The ITI Teaching and Learning

The ITI Training and Learning Example Life Skills

ITI Growing Responsible Citizens 15

Interactive Hands Learning

Class Room Example

The ITI Training and Learning

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As Margie went through the ITI training, she realized that she had made some very wrong assumptions. The bright red furniture was out. The bulletin boards were not appropriate. It was a new world in education. All the new things that she thought would engage and motivate the children were considered over-stimulating and distracting. It was all old news. The student population of her future school was already over-stimulated and would have a very difficult time calming down enough to learn.

Margie had home-schooled her own children, helped form a home-schooling parents group and then spent a short time working with another charter school. Her quest to start her own charter school grew out of the experiences, but at first, she did not tell me of her home-schooling bias, not knowing what my position would be on that opinion. She had her education, her experience, and the support of my office to know what to do on the administrative side. However, we predicted that she would show the stamina and determination she has shown.

With Toledo Academy of Learning charter in place and her educational philosophy hammered out, Margie began to hire teachers. Finding teachers that had training in the exact method she wanted to use was impossible for a new school on a limited budget and she had little money to have them trained. Therefore, she did what she could to impart the philosophy and begin the school with a cohesive approach.

It was not long before all the teachers had migrated back to their own comfortable teaching styles. Each departure from the chosen method caused a fight. Her teachers had not bought into the method, and the more she insisted the strategy, the more they dug in their heels. However, Margie is a visionary and she knew that she had to stay on course. Allowing each employee to design his or her own school would not work. Consistency for the children and the parents was the key. Being able to communicate a stable philosophy would build the credibility and reputation of the school in the end. The short-term sacrifices were many, but they were not worth the cost.

Interactive Group Lesson

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The first year, T.A.O.L began with less than a hundred students and four teachers. The parents never seemed to question the curriculum, but everything else made them angry. The business manager made multiple mistakes, the teachers did not seem to care, and the facility was too small and had no lunchroom. One of the components of the school concept was year-round calendar.

Students have the same forty weeks of education as traditional schools, but the breaks are spaced out more evenly after each quarter, instead of one long break in the summer. This caused two problems. Some of the students just left in June, saying they did not have to go to school in the summer. In addition, the teacher’s pay needed to be calculated differently.

The business manager ended up overpaying the teachers, and when it was discovered, the pay adjustments outraged the staff. By the end of the year, the teachers had quit and Margie was filling in with substitutes. A third of the students had left or was leaving. It was a bad year. Then it got worse.

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Section 6 Sharing The Vision

The next year the school increased the student body to about 140 and started the year by training their new teachers. Teachers grumbled right away, so by the time school started there was a lot of dissension. Margie tried to allow space for teachers to develop their own style, but given an inch, thee teachers took mile, and once again the school did not resemble Margie’s vision.

Though the teachers seemed to think she was living in a fantasy world, she was convinced by the research and her training that the system would work if she could somehow put it in place.

At the same time, the school board was going through major changes. Some new board members were much unconnected to their mission. They had a parent board the first year, but that evolved into a regular meeting to complain about what each parent thought was going on with or her child. Most of the parents who enrolled their children the first year had previously sent their children mostly to Christian schools, and many of them already knew each other. They formed networks to complain about and undermine the school. New parents who were not part of this original clique were shunned from having any input. The same word mouth that built the school nearly destroyed it.

At the school lost board members, some of the disgruntled parents got on the board and then the fireworks started. The teachers began bonding with the board members, the parents began hearing a tremendous amount of negative information and by the end of the second year, and enrollment was down to 45 students. The teachers were quitting. Then the board locked Margie out of the school (the school was in a building with hospital services and the board enlisted hospital security to ban her form the building.) It was a coup by a renegade board. Margie hired an attorney to fight for her position.

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I had to attend board meetings to get the board to understand its role. Each member seemed to have a personal agenda that had nothing to do with the kids or the well being of the school.

Mr. Baker I finally asked for their resignations. I did not quite have the authority to require them to resign, but I certainly would have re-evaluated the viability of the school and would not have renewed their charter under that same board. Therefore, Margie was back at square one with my cautious support. She had no board, no teachers, and very few students. However, she never lost vision. My people, at this point, would not have looked at the odds of succeeding and effort required and gone out for a latte. What Margie did next shocked even me.

This middle-class, college educated visionary walked door to door in the inner city of Toledo telling families about her school and inviting children to join her next year as she rebuilt the school. She did not even have money for a brochure to hand out. Only 30 of the 45 students still enrolled at the end of the year seemed likely to return, but they day school opened for the third year, more than 200 students registered. The school moved to a new location and had more space. New teachers and staff were hired and trained, the philosophy mission and vision was clearly understood.

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Section 8 True Visionaries

1. Something happens when true visionaries hit bottom. They do not get discouraged. They gain focus. They leave behind the insecurities because they have seen how bad it can get and they are not afraid anymore. Margie’s resolve was evident to everyone, from the teachers to the board to the parents. They have rallied behind her. The school’s facility has grown to 30,000 square feet and in 2002 Academy expected almost 300 students that year, served by a staff of 35.

Toledo Academy of Learning was established as a k-8 neighborhood school, drawing from a high-poverty area of Toledo. Ninety-five percent of the kids receive free and reduced lunch.

Many have no role models at home to encouraging them or help them with their schoolwork.

Many are being raised by single parents or older siblings who must work long hours. Margie knows that one of the few chances these kids have to break the cycle of poverty is to achieve in the classroom. When they walk through her doors, they are students capable of learning, and it is the schools job to find out how to make it happen. The staff is always trying new ways to connect with parents, many of whom never finished high school.

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A third of T.A.O.L’s students are special education students, and they are mainstreamed in the regular classrooms. The special Ed teachers lesson include pullouts and classrooms work with their students, but the children experience the same curriculum and are given the same expectations as all other children. They just get more individualized help learn.

One of Margie’s major influences was a man names Miles Monroe. Monroe wrote that children have a purpose, and the role of the educator is to help children to find their purpose. Purposeful learning leads children to understand why they are being taught the things to learn, and thus to make connections between school and the real world. Many children feel they are in school because their parents make them go. T.A.O.L’s goal is to have the children to want to b here, to be able to understand their world and make a difference in it.

"Purpose is when you know and understand what you were born to accomplish. Vision is when you see it in your mind and begin to imagine it" "The bible does not say that a man's education makes room for him, but that his gifts does.

Education is not the key to success, it does not guarantee anything; it is your gift that is the key to success" "Anyone who develops his gifts and talents will become a commodity" 22

"You are meant to be going somewhere, to be headed to a destination. The poorest person in the world is a person without a dream"

The State Standards The state standards have been a challenge for Toledo Academy of Learning because the standards do not explain why a child needs to know certain fact or skill. This school works hard to connect everything that is taught to a real –application or process so it makes sense to these kids. They live in a very different world than people who write standards and everything is not obvious or taken at face value, because there is no context for it. As soon as the students know the “why” of a particular teaching, then they crave the “who” what, when, where, and how.

T.A.O.L’s method encourages teaching the children within their environment, making learning relevant to them right where they are growing up. For instance, why travel to the state capital if students have not visited their own city hall? The school helps them see that the things they learn in school are put to work right in their own community, a place where they can grow up and have an impact.

Through all the turmoil, Margie has found her own purpose and that is what sustains her. She strives to connect with these children and find a way for them to grow into purposeful adults. Her needs to be well funded to a do proper job and she believes that she will find private and public sources to make it a top school. She also knows that they would spend gifts or grants before receiving them. Therefore, dreaming and planning are at the top of her daily to do lists.

I believe that every superintendant and school administrator has ability to dream and plan, but many are shut down by their school district bureaucracy before anything can happen. Those like Margie, who have the guts to see something through the face of so much adversity and daily struggle, are rare. As I have chartered schools, I have been blessed to know several people such as Margie and I look for new ways every day to support them and let them be at the pioneers that they are.

Toledo Academy of Learning Mission: To Inspire Success School History Toledo Academy of Learning (TAOL) was founded in 1999 by Margie Blackmon and Denise Guynn as a community school of choice. The school started with 98 students in a 10,000 square foot facility. By 2004, Toledo Academy of Learning relocated in a renovated warehouse at 301 Collingwood Blvd. in Toledo, Ohio. The school grew to nearly 400 students from Kindergarten

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through 10th grade in a 45,000 square foot facility. We started adding high school grades 20042005 in response to the request of our parents.

Toledo Academy Staff

Toledo Academy of Learning Toledo Ohio 1999 – 2009 301 Collingwood 45601

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K-3 grade Student Play ground

The majority of our students come from the surrounding inner city neighborhoods and 97% qualify free or reduced lunch. The TAOL motto is “Bridging the Gap� because the majority of our students have been unsuccessful in the traditional public schools. Parents are seeking a school where their children can learn and make progress.

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301 Hill Street Toledo Ohio 8-12 grade 2007- 2009 .

Research Finding Smaller family-oriented schools reduce the harmful impact of poverty on students’ achievement.

That is why TAOL promotes a caring family-like atmosphere with character education, where students are encourage to use the life skills they are taught.

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Section 7 2005-2006 School Example Improvement Plan Summary

The Toledo Academy History TAOL 2005-2006 School Example Improvement Plan Summary Recent literature Cawelti, 1997; Cohen, 1995; National Association of Secondary School Principals (NASSP), 1996 consistently calls for systemic rather than incremental change. TAOL is School Improvement Plan, derived from the NASSP’s three mandates for successful high school reform, requires system-wide enactment and support.

The three mandates are: 28

1. Those aspects that are central to teaching and learning must serve as the focus of reform (i.e., the curriculum, instructional strategies, the school environment, use of technology as a learning tool, use of time, as well as assessment and accountability).

2. A web of support (i.e., professional development, diversity, governance, resources, ties to higher education and relationships) must reinforce teaching and learning elements.

3. Leadership must be diffused throughout the school community.

Out of these three mandates, the following structure for school improvement was implemented.

Three teams were created to drive the improvement plan for Toledo Academy of Learning.

A. the Academic Improvement Team consists of TAOL diverse staff members who meet weekly to make decisions based on the needs of the whole school.

There are three main purposes for this team: I. Implement the three school wide goals of the 2005-2006 school years: 1. To tailor instruction through differentiation.

2. To create conducive classroom environments.

3. To evaluate student’s growth and use assessment data to differentiate instruction.

II. Create the agenda for weekly grade level department team meetings.

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III. Plan school improvement using the five themes that are common among past and present Ohio’s State Superintendent’s Schools of Promise: 1. These schools deliver rigorous instruction aligned to the standards.

2. These schools provide leadership those results in continuous improvement of instruction.

3. These schools design instruction to ensure every student’s success.

4. These schools engage parents and the community to support student success.

5. These schools create a culture where each individual feels valued.

Members also serve on the Regional School Improvement Committee.

B. The Grade Level Department Team consists of faculty separated into 3 groups according to the following grade levels: K-3, 4-6, 7-10.

These teams meet weekly and have the following goals: 1.

Collaborative decision-making

2.

To work with teachers in the grades below and above to create essential Ohio standards to drive the instructional program

3.

To meet with a different administrator weekly and focus on one of the school wide goals of the 2005-2006 school years: tailoring instruction, conducive environment, or assessing student growth.

Along with grade level department teams, SPED and SIT (Student Intervention Team) teachers meet weekly to plan strategies and interventions for special education and at-risk students.

Toledo Academy of Learning teachers also turn in a monthly journal communicating their progress relating to the three goals and a monthly prompt.

C. Administrative Leadership Team In 2005-2006, the Administrative Leadership at Toledo Academy is in place to support the Teaching/Learning process in the school community.

This team meets weekly following the grade Level Department team meetings to follow up and make administrative decisions as a team.

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IN 2005-2006 TAOL, School Improvement Plan was the following

Goal 1 – Improve Student Test Performance on OAT Reading Objective: Based on Ohio Achievement Test scores, students in grades 3-8 will make at least a 6% gain per year in Reading to reach “safe harbor” and to ultimately make 100% proficient level by 2014 according to NCLB. Reading Achievement Goals – In 2005 - 2006 TAOL Long Range Plan was the following

RDNG Baseline Grade 2005 3 4 5 6 7 8

49 46 21 32 0 27

Goal 2006

Goal 2007

Goal 2008

Goal 2009

Goal 2010

Goal 2011

Goal 2012

Goal 2013

Goal 2014

54 52 29 40 0 35

60 58 38 47 0 43

66 64 47 55 0 52

72 70 56 62 0 60

77 76 65 70 0 68

83 82 74 77 0 76

89 88 82 85 0 84

94 94 91 92 0 92

100 100 100 100 0 100

Action Plan Strategies 2nd year Implementation of Direct Instruction Reading Program in grades K-6

By Whom Coordinator: April Coy

When 90 minutes per day, tested every 5th to 10th lesson

Resources Direct Instruction Curriculum

Coaching and an in-house coordinator to insure proper Implementation of program.

Director: Denise Guynn

Monthly

JP Associates

Differentiation: Students are grouped according to ability

Academic Principal: Judi Miller

After assessments

Direct Instruction Assessment piece

Coordinator: April Coy

Coordinator: April Coy 31

Small group tutoring of students who score one or more years below grade level on Iowa Tests, Dibels, and DI testing.

Reading Specialist: Beth Lake

Daily

Dibels, Barton Curriculum, and Assessment Data

Provide one-on-one tutoring through University graduate students.

Reading Specialist: Beth Lake

Two times per week

Fifth year affiliation with Bowling Green State University

Teachers use state of Ohio practice tests and other test prep material to teach all students vocabulary and test-taking strategies

Director: Denise Guynn

January and February

OAT practice and prep materials

Math Consultant: Carlean Stone 21st Century Coordinator: Kathy Kirby

Monday –Thursday

Supplemental curriculum materials, OAT practice and prep materials

At risk students are referred to the 21st Century Bridging the Gap Learning Center afterschool and summer school

Math Specialist: Angela Evans

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Goal 2 - Improve Student Test Performance on OAT Math Objective: Based on Ohio Achievement Test scores, students in grades 3-8 will make at least an 8% gain per year in Math to reach “safe harbor” and to ultimately make 100% proficient level by 2014 according to NCLB.

Math Achievement Goals – Long Range Plan MATH Baseline Grade 2005 3 4 5 6 7 8

19 24 0 20 19 14

Goal 2006

Goal 2007

Goal 2008

Goal 2009

Goal 2010

Goal 2011

Goal 2012

Goal 2013

Goal 2014

28 32 0 29 28 23

37 41 0 38 37 33

46 49 0 47 46 42

55 58 0 56 55 52

64 66 0 64 64 62

73 75 0 73 73 71

82 83 0 82 82 81

91 92 0 91 91 90

100 100 0 100 100 100

Action Plan Strategies First year Implementation of Saxon Math, A+, and EETT programs to respond to needs of low performing students.

By Whom Math Consultant: Carlean Stone

When Daily

Resources Saxon, A+ and EETT curriculum

Math Specialist: Angela Evans Differentiation: Ability grouped where needed in intermediate grades based on data from Saxon testing.

Academic Principal: Judi Miller

Ongoing

Saxon and A+ Curriculum

Data from testing is monitored to determine Student progress toward meeting Ohio standards.

Director: Denise Guynn

Ongoing

Saxon and A+ Curriculum

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Small group tutoring of students who score one or more years below grade level on Iowa Tests, A+ computer assessments or built-in Saxon assessments for small group tutoring.

Math Consultant: Carlean Stone

Meet with upper grade Math Team to plan improvement strategies for Math instruction in grades 4 – 10

Director: Denise Guynn

Daily

Saxon and A+ Curriculum

Weekly

Formative and summative assessments

Math Specialist: Angela Evans

Academic Principal: Judi Miller

Best Practice Research

Math Specialist: Angela Evans Math Consultant: Carlean Stone Teachers use state of Ohio practice tests and other test prep material to teach all students vocabulary and test-taking strategies At risk students are referred to the 21st Century Bridging the Gap Learning Center afterschool and summer school

Director: Denise Guynn Math Consultant: Carlean Stone 21st Century Coordinator: Kathy Kirby

January and February

OAT practice and prep materials

Monday – Thursday

Supplemental curriculum materials, OAT practice and prep materials

Math Specialist: Angela Evans

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Goal 3- Improve Student Test Performance on ITBS Objective: Based on Iowa Test of Basic Skills, students will show an increase in the areas of reading and math. An annual increase in the number of students who show yearly growth will be demonstrated as follows: 2005/2006 2006/2007 2007/2008 2008/2009

30% of students show 10% gain 40% of students show 10% gain 50% of student show 10% gain 60 % of student show 15% gain

Action Plan Strategies Use ITBS to test students for growth and national standard comparisons.

By Whom Director: Denise Guynn

Use test data to establish ability groups of students Mastery, Mastering, and Projected Mastery

Director: Denise Guynn

Maintain records of formative and summative test data to track student performance, analyze trends, and evaluate curriculum, groupings, and instructional strategies

Director: Denise Guynn

When mid October

Resources Iowa Test of Basic Skills

mid May

Ongoing

ITBS, Saxon preassessments, KRAL, DI placement tests

Ongoing

Data Files

Academic Principal: Judi Miller

Academic Principal: Judi Miller

Performance Indicators: 

Current and previous data from Ohio State Achievement tests will be analyzed yearly for predicted increases according to stated goals.



Data from Fall and Spring administration of Iowa Test of Basic Skills will be analyzed for predicted increases according to stated goals.

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Evaluation Academic Improvement Team will review and analyze aggregate and disaggregate test data each year to determine the effectiveness of current curriculum implementation.

Academic Improvement Team will constantly work on curriculum/instruction alignment to Ohio academic content standards and state achievement tests.

Academic Improvement Team will analyze student progress within DI reading program and Saxon Math.

Academic Improvement Team will use scientifically based research to strengthen the core academic programs to meet AYP, provide an enriched and accelerated curriculum, and if appropriate extend learning time.

Academic Improvement Team will recommend professional development in the target areas of literacy and math.

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Goal 4 – Improve Student Attendance Objective: Increase daily attendance rate to 93% or more to meet AYP on school report card.

ATTND Baseline

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

TAOL

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

All

91

92

93

94

95

96

97

98

99

100

Action Plan Strategies Contact parent/guardian to verify legitimacy of student absence.

By Whom Operations Director: Kathy Simpson Office Manager: Madeline Thomas

When Daily

Resources Daily attendance records

Contact Parent/guardian of students who have chronic absenteeism.

Director: Margie Blackmon

weekly

Parent/Student Handbook

Implement positive incentive measures in classroom and school wide to ensure that the attendance rates increase, and improve on an annual basis.

Parent Coordinator: Anise Burton Director: Margie Blackmon

Daily attendance records

Quarterly and yearly Awards and certificates, Recognition program

School Counselor: Toni Banks

Daily attendance records

Performance Indicator: AYP according to State report card is met.

Evaluation If AYP for attendance is not met, Administration will evaluate action plan strategies. Academic Improvement Team will address attendance problems and monitor the initiatives that have been implemented and determine the need to increase efforts especially regarding parent education.

Goal 5 - Improve Student Test Performance in Writing, Science, and Social Studies.

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Objective 1: Increase percentage of students who reach proficient level on Ohio Achievement Tests as follows:

CITIZN

Baseline

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Grade

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

3 4 5 6 7 8

5

15

26

36

47

58

68

79

89

100

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

48

54

60

65

71

77

83

88

94

100

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

SCI

Baseline

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Grade

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

3 4 5 6 7 8

0

0

0

0

0

0

0

0

0

0

7

17

28

38

48

59

69

79

90

100

0

0

0

0

0

0

0

0

0

0

8

18

28

39

49

59

69

80

90

100

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

Goal

WRTNG Baseline

Grade

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

3 4 5 6 7 8

0

0

0

0

0

0

0

0

0

0

39

45

52

59

66

73

80

86

93

100

0

0

0

0

0

0

0

0

0

0

80

82

84

87

89

91

93

96

98

100

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

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Objective 2: Based on Iowa Test of Basic Skills, students will show an increase in the areas of language arts, social studies, and science. An annual increase in the number of students who show yearly growth will be demonstrated as follows: 2005/2006 2006/2007 2007/2008 2008/2009

30% of students show 10% gain 40% of students show 10% gain 50% of student show 10% gain 60 % of student show 15% gain

Action Plan Strategies for Objective 1 and 2 Action Plan Strategies Identify essential standards that support benchmarks covered on state achievement tests and Ohio Graduation Test (OGT).

Implement effective instructional strategies that demonstrate differentiation and teaching to multiple learning styles.

Monitor and assess mastery of essential standards.

By Whom Grade Level Teams

When Weekly

Resources Ohio Academic Content Standards Models from other Ohio schools

Academic Weekly Principal: Judi Miller

Research and Best Practices ITI school model

Director: Denise Guynn

Formative and summative evaluations

Weekly

Curriculum Consultant: Carlean Stone Performance Indicators: All progress reports are aligned to Ohio state standards Students demonstrate increased mastery of Ohio state standards.

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Analysis of three-year database of student test scores.

Student test scores will increase on Ohio State Achievement tests and show value added improvement.

Iowa test Scores will show improvement.

Students use multiple learning styles, oral, visual, dramatic, artistic presentations to demonstrate knowledge and comprehension of concepts at history, science and fine art fairs.

Evaluation Academic Improvement Team will review and analyze aggregate and disaggregate test data each year to determine the effectiveness of current curriculum implementation.

Academic Improvement Team will constantly work on curriculum/instruction alignment to Ohio academic content standards and state achievement tests.

Academic Improvement Team will use scientifically based research to strengthen the core academic programs to meet AYP, provide an enriched and accelerated curriculum, and if appropriate extend learning time.

Academic Improvement Team will recommend professional development in the target areas of writing, social studies, and science.

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Critical Success Factor 1- School Climate To increase academic achievement by improving school climate for students and staff Action Plan

By Whom Strategies Implement character Director: education program Margie Blackmon

Create Dean of Students position to focus on rewarding positive behavior and handling students who are in violation of Safe School Act.

Counselor: Toni Banks Director: Margie Blackmon

Establish policies and procedures to promote safe and conducive learning environment for all students and faculty members

Director: Margie Blackmon

Set policies and procedures regarding positive ways to prevent violence, resolve conflict and effectively deal with bullying, harassment, in addition, violent acts.

Director: Margie Blackmon

Redesign organizational chart

Administrative Team

When

Resources

Ongoing

Lifelong guidelines And life skills of ITI model

September 2005

Best Practice Research

Ongoing

ITI model

Ongoing

Best Practices

Spring 2005

Organization Chart

Dean of Students: Kurt Aye

Dean of Students: Kurt Aey Counselor: Toni Banks

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to show bottom up support Utilize collaborative decision making teams

Administrative Team

Provide professional Administrative development for Team faculty

weekly

Best practices

ongoing

Susan Kovalik & Associates University of Toledo L-J Group (Lee Jenkins) Best practice research

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Critical Success Factor 2 – Parental Involvement Improve Academic Achievement by increasing parental involvement.

Action Plan Strategies Teachers will communicate by phone to parents regarding student performance (positive and negative) and log contacts

By Whom

When

Resources

Academic Principal: Judi Miller

Submitted weekly

ITI Weekly Checklist phone log

Parents receive written and verbal invitations to conferences

Parent Coordinator: Anise Burton

Quarterly

Invitation Conference attendance roster Conference phone log

Teachers contact non attending parents by phone to discuss student progress

Quarterly

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Critical Success Factor 3-Technology Improve Academic Achievement through use of technology Faculty Action Plan Strategies Progress Books (linked to Ohio standards) will be used for lesson plans, assignments, tests, and grades

By Whom

When

Resources

Director: Denise Guynn

2005-2006 Implementation

Progress Books NOECA

Academic Principal: Judi Miller Tech Coordinator: Eric Bell

Email as a method of professional communication

Tech Coordinator: Eric Bell

2005-2006 20062007

Email address log

A comprehensive program that effectively uses technology to help students in grades K-8 meet or exceed the state academic content

Academic Principal: Judi Miller

2005-2009

A+, EETT, United Streaming, Smart boards, portable laptop cart, computer lab, other software programs

Student Action Plan Strategies Students in middle school will develop keyboarding skills

By Whom

When

Resources

Academic Principal: Judi Miller

Ongoing

Keyboarding Curriculum

Students will integrate technology into their classroom assignments.

Tech Coordinator: Eric Bell

Computers, Smart boards, software programs,

Tech Coordinator: Eric Bell

Students will use the web to research.

Internet Service Provider

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(All information, is based on Toledo Academy Learning 1999-2007 goals)

Section 9 Toledo Academy of Learning Middle School and High School

Academic Goals/Curriculum and Objectives Toledo Academy of Learning Middle School and High School

Academic Goals/Curriculum and Objectives The teaching team at the Toledo Academy of Learning Middle School and High School Academic Goals/Curriculum and Objectives developed strategies and goals to assure that every student has access to high quality developmentally appropriate programs to make them successful and productive adults.

Individual teachers who deliver the instructional strategies that meet the needs of diverse students ultimately effect school-wide improvement, at the classroom level. At every level of teaching, the primary focus must be on how priorities and strategies will address classroom needs and influence classroom teachers.

1. The TAOL will increase student achievement in accordance with state and federal “Adequate Yearly Progress� (AYP) requirements in the core academic subjects of math, reading, science and social studies.

2. The TAOL will increase the percentage of students scoring at or above proficiency in writing, science at the tested grade levels yearly until all

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students reach 100 % proficiency (anticipated goal).

OGT/OAT-Goals: Students in the Toledo Academy of Learning will receive testing that will test their acquired learning in the core subject areas of reading, writing, mathematics, science, and social studies by the nationally recognized norm-referenced test (OAT/OGT).

Objectives Ohio Graduation Test 1. Reading:

By June 2008, an increase to 50% of the students in grades 7th, 8th, 10th, 11th, and 12th will score on or above the OAT/OGT according to Ohio State Standards in reading.

2. Mathematics:

By June 2008, an increase to 50% of the students in 7th, 8th, 10th, 11th, and 12th will score on or above the OAT/OGT according to Ohio State Standards in mathematics.

3. Science:

By June 2008, the students will show an improvement in Science with an annual increase of 10% to 12% in grades 7th, 8th, 10th thru 12th on or above the OAT/OGT according to Ohio State Standards.

4. Social Studies:

By June 2008, the students will show an improvement in Social Studies with an annual increase of 10% in grades 7th, 8th, 10th thru 12th on or above the OAT/OGT according to Ohio State standards.

5. Writing:

By June 2008, the students will show improvement in Writing with an annual increase of 10% in grades 7th, 8th, 10th, 11th, and 12th on or above the OAT/OGT according to Ohio State Standards.

Technology Goals and Objectives: Goals:   

Support and enhance the curriculum through the use of technology Link the classroom with educational resources within the community Provide students with the information access and technical skills they will 46



need to be successful in learning Encourage the use of multimedia tools, enabling students to become active learners

Objectives: Teachers will be trained to integrate technology into the curriculum by:  

Internet usage Lesson Plan Development

Students will become technologically literate learners by:   

Gaining knowledge of the operations of the computer (keyboard and word processor) and internet Using technology to accomplish, independently and cooperatively, assignments Receiving instructions in utilizing the internet to accomplish grade level assignments and completing courses acquired for graduation

Alignment of Curriculum, Instruction, and Assessment The Toledo Academy of Learning School’s curriculum is aligned to the “Ohio Core Curriculum Framework and Benchmarks.” All teachers have received a copy of the curriculum with the objectives for each subject. Teachers develop lessons that specifically target those objectives that are to be met. Researched-based teaching strategies and materials are used. Staff understands the role of classroom and state assessments, what the assessments measure, and how students are evaluated.

School Programs for Underachieving Students Title 1 students are identified by: 1. Level of Achievement: Students who score below grade level in the core subjects Mathematics and/or Reading qualify for Title 1 services.

2. Students who scores below proficiency on the Pro Ohio Test in Reading and/or Math qualifies for Title 1 services.

3. Other factors that are considered are: Teacher and/or parent recommendation.

The Toledo Academy of Learning is a Targeted Assisted Title 1 School. The following programs and services are/will be offered to Title 1 students:

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   

Tutorial Assistant during/after school Test Taking Skills (OAT/OGT) Title 1 or Special Ed Teacher Specified arrangements for students needing special accommodations for Ohio State Testing

Alternative Measures of Assessment In order to provide alternative and authentic assessments of student achievements, skills and competencies beyond standardized testing, teachers at Toledo Academy of Learning utilize these assessment tools: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Teacher-Created Test Rubrics Chapter Test/Quizzes Observations Journals Student Portfolios Progress Reports OAT/OGT Pro Ohio Individualized learning plan of work Report Cards Project based evaluations

Professional Development Plan Professional Development for the Toledo Academy of Learning staff models best practices and has been in compliance to “No Child Left Behind” (NCLB) and the needs of the staff and the overall goals of the program. In-Services are also scheduled at other times during the year. Middle School and High School teachers meet weekly to discuss various topics. In addition, programs available through other outside agencies are encouraged, such as (Unisom and Positive Choices).

Professional Development engages all levels; therefore, the TAOL will continue to provide in-service training on various topics.

Collaborative Efforts: School-Community Partnerships All parties have a responsibility to educate students not only the teachers and staff inside the schools. Parents, businesses, socials services, community colleges/universities all play an important role in this effort.

The TAOL has and will continue to develop community partnerships in its 48

educational processes with volunteers, businesses and community organizations.

Through partnership, we encourage community members to support our efforts.

Required Parental Involvement The Middle School and High School Staff has taken many steps to involve participation of our parents in our planning, developing, implementing and discussing our school improvement plan to reach the needs of our students. We discuss our vision, mission, goals and objectives.

We will continue to send newsletters to every household. The newsletter will provide information and updates, regarding school programs and current events.

Parenting tips and academic strategies are also included.

Monitoring Classroom visitations will be made routinely by administrators to ensure that the ‘Instructional Strategies’ are being implemented.

Data (test scores, attendance etc.) is used to monitor the progress towards goals.

These can be verified because progress is measured against indicators of success.

These indicators include, but are not limited to student achievement on the Pro Ohio and OAT/OGT Test, and increased involvement of parents and community.

Analysis and sharing of observation and progress data for making decisions on what to keep, or revise will be submitted to all staff yearly for recommendations.

Annual Educational Report of schools progress will be prepared by the Toledo Academy of Learning and shared with the staff, parents and community.

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Dedicated in loving Memory of Founder Denise Guynn

Denise Guynn Former Toledo Ohio Mayor Ford Founder Margie Blackmon Director Toledo Academy Of Learning

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gone but never forgotten

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