1. education
2. school

Minnesota Transitions Charter School
District 4017
2872 26th Ave S.
Minneapolis, MN 55406
Grades K-12
Title One School-wide Plan
2014-2015
1. Comprehensive Needs Assessment
A. We have developed our school-wide plan with the participation of individuals
who will carry out the comprehensive school-wide/school improvement program
plan. Those persons involved included teachers, academic coaches, specialist
teachers and special education teachers, school counselors, our media specialist,
district personnel and school administrators. This is our School Improvement
Leadership Team. The work of this group is ongoing throughout the school year.
They review student achievement data, school improvement survey data, student
service models and parental involvement activities to determine areas of strength
and areas for growth. This group makes decisions about school wide initiatives
and represents the interests of their team members and students in the team
discussions and decisions.
B. We have used the following instruments, procedures, or processes to obtain this
information. As a group we review student achievement data throughout the
school year to determine the effectiveness of our instructional practices.
Specifically we analyzed data from the following instruments in the following
ways:
a. Minnesota Comprehensive Assessment (MCA) – Results of the MCA are
analyzed by content area and standards assessed. Each grade level reviews
their results and provides feedback about areas of strength and weakness,
including specific areas where teachers believe additional training and
resources are needed. 2013 results of the MCA show 45.5% of students
meeting/exceeding in Reading, and 55.4% meeting/exceeding in Math,
and 39% meeting/exceeding in Science, It is clear from these results that
our students struggled with all three areas again this year. We also saw a
slight decline in Reading and math scores.
b. 1st and 2nd Grade students are assessed using Mondo, QRI Reading
Assessments and grade level assessments in math as with all of our
assessments, teachers analyze data to determine strengths and weaknesses
of students and instruction. The Reading assessments show a weakness in
1
fluency and comprehension for students at all grade levels. Our math
assessments demonstrate a weakness in fact fluency and logical
thinking. In all subject areas students will be expected to express their
thinking through writing and constructed response. We see a strong need
for continued intensive instruction in writing
c. Kindergarten student achievement is measured using the Mondo skills
assessments and teachers input data about student progress during specific
reporting periods throughout the school year.
d. Grades 2 - 11 students’ progress and academic growth is monitored
throughout the year using the Northwest Evaluation Assessment (NWEA)
Measures in Academic Progress (MAP) and Optional Local Assessment
(OLPA) in both Reading and Math.
District Goals for 2014:
Reading: All Minnesota Transitions Charter School Students who have enrolled by
October 1st, 2014 will increase their proficiency scores in reading for 45% to 55.4% as
measured by the 2015 Minnesota Comprehensive Assessments.
Math: All Minnesota Transitions Charter School Students who have enrolled by October
1st. 2014 will increase their proficiency scores in math from 55.4% to 65.4% as measured
by the 2015 Minnesota Comprehensive Assessments.
C.
We serve homeless, neglected, and/or migrant students. These students are
protected by federal laws and are welcomed into our school. They are provided
the same high quality instruction as all other MTS Students. We have taken into
account the needs of homeless, neglected and migrant children by providing a
research based school-wide instructional program proven to be effective with
children from high poverty. Our school is very transient making it essential that
we provide a welcoming, safe environment for all students. We provide after
school assistance with homework and after school tutoring and clubs to help
students feel successful. All students are provided with these opportunities. When
a child is identified as migrant or homeless, our staff makes extra efforts to
provide essential resources for the family including food, clothing and tutoring.
Pertinent data was collected, which qualify for Title One services.
● MCA, MAPS and unit test scores
● Mondo Skills, Reading records and QRI
● Curriculum based measurements
● Number of suspensions
● Attendance
2
●
●
●
●
●
●
Student surveys
Staff turnover
Classroom management
Parent participation – attendance of conferences, parents nights etc
Number of students who qualify for free and reduced lunch
Number of students needing ESL services
The team met and analyzed the data, prioritized the needs of the students and set
goals to meet for the school year 2014-2015. Goals developed include:
● Increase the number of students meeting and exceeding standards in
Reading. Currently 45.4% Meet standards/exceed on the MCA Reading
Assessment. In Math, 55.4% meet standards/exceed on the MCA Math
Assessment.
● Increase parent participation
● Decrease the achievement gap between Caucasian students and students of
color
● Increase the academic vocabulary for all students
Minnesota Transitions Charter District Demographics 2015
MTCS district includes 7 sites: MTCS Elementary, K-5, Banaadir Academy, K-8, MTS
Middle School, 6-8, MTS High School, 9-12, MTS Virtual High School, 6-12,
Connections Academy, K-12, and PEASE Academy, 8-12.
MTCS Elementary, MTS Middle, and MTC High School serve a large population of low
income families who tend to be transient. These three seat based programs has seen a
influx of Hispanic families coming to our schools 2014-2015. This has made it very
important to ensure that our students’ needs are met with the title 1 funding.
All of these sites need a title 1 teacher(s) for both math and reading. The data show us
that the students that arrive at our school doors a significantly behind in reading, math
and science and they also have many other needs as well. Homelessness is part of our
students’ daily lives. Their needs for clothing, food and shelter are very real. Our data
shows that we need to take care of some basic needs in order to educate our students.
In order to meet the needs of our students, we will implement district wide, Read Live.
This is the reading intervention that not only helps student learn how to read, it helps with
comprehension, there are activities that expand on their learning that is engaging. This
intervention can be done right in the classroom.
The data shows us that all our students are title 1 and that indicates a different way model
needs to be implemented in our systems, specifically at the elementary levels. Title 1
3
teachers are reading teachers and they need to be in the classroom with the classroom
teachers, co-teaching and modeling how to get students to read. The classroom teacher
knows the levels and the standards/benchmarks that students need to be at in order to
consider “at grade level.” We will explore this model of teaching in our title 1 meetings
this year to prepare for pushing in instead of pulling out.
4
5
6
Reading
7
8
9
10
11
12
13
14
Percentage of students who qualify for free and reduced from each program:
Minnesota Elementary
Banaadir Academy
MTS Middle
MTS High School
PEASE
MTS Virtual High School
MTS Connections Academy
District
95.4%
96.0%
94.9%
75.8%
31.3%
45.8%
33.8%
67.6%
15
Title I- Improving academic achievement of the disadvantaged
Total allocations:
2. School-wide reform strategies that are scientifically researched based.
A.
Minnesota Transitions Charter School (MTS) uses School-wide reform strategies
that provide opportunities for all children in the school to meet or exceed
Minnesota’s proficient and advanced levels of student performance. All
classrooms are standards based and utilize frequent assessments to determine
students’ strengths and weaknesses. At every grade level, assessment data is used
to plan instruction and develop flexible groups for instruction, differentiating
16
instruction to move all students forward. Title I funds will be used to provide
professional learning for staff.
Differentiated instruction is provided daily in the literacy and mathematics block
using the Daily 5 structure and Math workshops. These instructional models
provide opportunities for teachers to meet individually and in small groups with
students. Frequent conferring with students it provides opportunities for
assessment and goal setting, allowing both teacher and student to focus on
individual student needs and progress.
Title One Specialist, funded through Title I, and English as a Second Language
Specialist (ESL), funded through Title III, provide support to all classroom
teachers. These specialist collaborate with the teachers in planning, model
effective instructional strategies and assist teachers in analyzing student work
samples to determine next steps for instruction. The specialist also provide
individual and small group researched based interventions to improve student
learning.
The Literacy coach, funded through Title I, provide support to all classroom
teachers. Coach guides teachers in planning, model effective instructional
strategies and assist teachers in analyzing student work samples to determine next
steps for instruction. Coaches coordinate our student interventions, provide the
training, materials and organization necessary for effective tutoring and
intervention initiatives.
The staff, reading specialists, literacy coach , ESL and curriculum director are
committed to improve the reading scores and math scores. In grades K-5 Reading
instruction will be no less than 90 minutes of uninterrupted instruction time. All
classes have and will continue to implement the Daily 5 structure, which offers
teachers a systematic format and another way other than guided reading (centers)
to encourage independent readers. It offers a structure that helps students develop
the daily habits of reading, writing and working independently that will lead to a
life time of literacy independence. The Daily 5 CAFE have and will continue
systematic and intensive instruction of best practice reading strategies and skills.
(http://www.thedailycafe.com/public/department104.cfm).
All students will be taught the components of daily five. Teachers will act as
instructors, facilitators and observe each students progress using IPads to monitor
students daily progress in the 5 areas which are:
● read to self
17
●
●
●
●
work on writing
read to someone
listen to reading
word work
Teachers, when meeting in their PLC's will show student progress as documented
on student monitoring sheets which are kept electronically. Hecwin and Read
Live will continue to be used with the tier three students to improve their phonetic
skills. Training will be provided to all staff beginning in August and continuing
throughout the year with the Daily 3, and Academic Language. and revisits with
our current basal and other supplemental materials.
MTS has as school-wide commitment to research based strategies, specifically to
be aligned with the Minnesota State standards. MTS staff has developed and
continue to focus on standards and what the students are learning through
Curriculum Mapping and alignment. The MTS Elementary staff has spent
extensive research on reading curriculum that will best fit the needs of our diverse
population. MTS is committed to starting a new reading curriculum in the 20152016 school year. The staff will attend a 2015 Summer Staff Development
Institute to become proficient in the delivery and instruction of the new reading
curriculum. The classroom teachers will also attend the two day Daily 5/Cafe
conference in August to strengthen the Literacy model at MTS
Math will continue as it has for the past 3 years with using "Everyday Math" for
the regular classroom, "Voyager" for supplemental curriculum used for small
groups of students who assessed below grade level.
Teachers will use IPads to monitor and track student progress by observing
students working on their own individual areas in math.
Students will also work on "Moby Max", Study Island, Raz Kids, or Voyage Math
both in the areas of reading and math at least 3 times a week during their
computer time. Teachers will continue to teach the "essential skills" in both
reading and math. Curriculum based measurements will assess student mastery.
If students do not master essential skills the teacher will reteach that particular
skills.
C. Use effective instructional methods that increase the quality and amount of
learning time.
18
MTCS Leadership continues to modify tiered intervention program using many leveled
Response to Intervention program. All students will participate in whole group
instruction in both areas of math and reading K-12. Students who are not mastering the
essential skills and/or behind a year or two as demonstrated through diagnostic testing
will be given additional targeted instruction. If the student who has both whole group
and tier two instruction is not making progress, then he/ she will be given tier three one to
one instruction. At the end of the 6 weeks a team will evaluate the student’s progress and
make a recommendation for future programming. Read Live, is another tiered
intervention that is made available for all students in grades K-5.
ESL Program, the ESL teachers “push-in” or “pull out” to provide additional instruction
to qualified ESL students during reading and writing depending of the individual needs of
the students. Students qualify for ESL services based on their scores on the WIDA
ACCESS test.
MTS New Comer Academy – MTS has started the planning process to create and
implement an New Comer Academy by August 2015. Our ESL teachers provides will
instruction to students with no English language experience. They provide instruction to
students to develop their English language skills so that they can receive instruction in
content areas as quickly as possible.
Special Education Program – Our special education teachers provide services based on
the specific needs outlined in each student’s IEP. Services provided at MTS include
inclusion, small group and self contained programs.
Interventions will take place on a timely and strategic manner as designed by Leadership
staff.
Student progress in mastering Essential skills ( standards) are documented on student
monitoring sheets where all formative and some summative assessment is shown as a
snapshot for staff to view and analyze student individual progress. All teachers use this
model for the areas of reading and math. Teachers continue to develop and revise their
curriculum maps.
Early Intervention Program – Our Early Intervention Program (EIP) teachers “push-in” to
the general education classroom or “pull out” depending on the individual student need
Students are identified as EIP based on skills checklists completed in K-2 and based on
their performance on the MCA for students in grades 3-5. Students performing below
level qualify for additional instruction during the school day. The EIP teachers plan with
the classroom teachers to provide additional instruction to students in the classroom
during reading, writing, and math.
19
The ESL teachers will work in concert with the title one teachers to ensure appropriate
programming for each student is carried out, reviewed and modified when necessary.
After School Activities:
i. After School Activities
ii. Homework Hotspot (Assistance with Homework & Projects)
iii. Tutoring program for both Literacy and Math
iv. Basket Ball
v. volleyball
vi. softball
vii. baseball
viii. Choir
viiii. Cheer-leading
Inappropriate behavior is an issue at all buildings. The district has made a commitment
to embrace the Love and Logic philosophy with our students and staff. Real Restitution
training phase one will be offered to all staff this year. A small library of Love and Logic
materials has been started for staff to check and read.
The building director has made a commitment to support all teachers to establish routines
before beginning the instruction.
Parent participation is a challenge for our district. Plans are made to:
● Continue the parent nights at the Leadership which are highly attended
● Use Skylert to call parents about evening activities and parent- teacher
conferences
● Continue to hold annual meeting for parents, staff and community members
● Provide calendar of events on MTS webpage
● Send pertinent information home with parents multiple times Welcome the
parents when they come to school make sure the printed messages are translated
into Arabic
● Provide parent survey in the fall and again in the spring to document our
improvement of parent participation.
● Hold parent meetings each quarter for parents
20
3. Instruction by qualified staff
All of our teachers are highly qualified for the content areas they teach. All of our paras
meet the qualifications for highly qualified.
4. Highly quality, ongoing staff development
The curriculum director is in charge of keeping a record of teacher attendance for all
district trainings and offsite and certifies their attendance to staff development provided
in house.
Staff development is developed from the building and district needs. In house staff and
outside consultants will provide the in-services in an effective and systematic way.
Building directors are responsible for following up on the in-services to encourage staff
to carry out the strategies learned.
All teachers will trained in the SIOP model where content material is made
comprehensible to English Language Learners.
One of MTS’ goals is to support and educate new staff members by implementing a new
teacher induction plan.
All staff participates in professional learning communities each week for 60 minutes.
Topics include constructed response, sustained independent practice and analyzing
MAPS results and other data to provide appropriate programming for students.
Real restitution will be offered this August to all staff. Training on how to implement
academic language will take place throughout the year. Other trainings will be scheduled
to meet the needs of staff. Daily five trainings will be offered also.
5. Strategies – attract highly qualified staff
MTS is proud of its staff and is continuously working to attract highly motivated and
effective staff members to its family. Staff chooses to teach at MTS because of their
commitment to make a difference in a disadvantaged student’s life and believe it is an
opportunity to leave a mark on a child’s life. Incentives for working at MTS include
Quality Compensation and great insurance benefits.
21
6. Strategies to increase parent involvement
Parent participation is a challenge for our district. Plans are made to:
● Continue the parent nights at the Leadership which are highly attended
● Use Skylert to call parents about evening activities and parent- teacher
conferences
● Continue to hold annual meeting for parents, staff and community members
● Provide calendar of events on MTS webpage
● Send pertinent information home with parents multiple times
● Welcome the parents when they come to school
● Send school messages home to parents in text format ( Arabic)
7. Preschool transitions
The Leadership provides an open house for parents and their children when entering
kindergarten. Teachers explain to the parents the expectations and instruction that
students will cover throughout the year. A list of materials needed for school is given to
parents at that time. Parents and students are encouraged to visit the classroom.
8. Teachers included in assessment decisions
Assessment decisions are made through the curriculum committee, which is represented
by building administrators, teachers and paras. MAPS results are discussed at each
building and staff is trained to interpret the information provided. Emphasis is put on
more formative assessments, as the state tests are summative. Curriculum based
measurements are used in all grades K-12 in the content areas of reading and math. We
are beginning the process in science and social studies. Diagnostic tests in math will be
used to place students in the tiered interventions. Teachers keep a log during their PLC
times and their recommendations for programming etc will be addressed during staff
meetings.
9. Effective, timely assistance for low achieving students
A pyramid model is in place to address the needs of low achieving students. The green
students will be instructed in a whole group everyday in their core areas. The students
who are lagging behind ( yellow kids) will be given additional instruction up to 30
minutes each day in a small group of students with no more than 6 students. Formative
assessment will be given every two weeks. If the tier two ( yellow) students ( red) are
not making progress in the whole group and tier two they will be given targeted
instruction one to one. Formative assessments will be given to this group every week.
22
Every 6 weeks a team will evaluate the students’ progress and make recommendations
for future programming.
The differentiation will be offered to students' right after the 3 weeks. Interventions will
be swift, strategic and reviewed frequently for monitoring student progress.
Power hour is offered to each student. The power hour takes place in the beginning of the
school day and students are assigned a group where it will best serve the students.
Programming will provide remediation and enrichment.
10.
Coordination and integration – Federal, state and local service and programs
All of the monies awarded through the title programs are seamlessly threaded together to
meet the district’s goals, which in turn will improve MTCS’ students’ learning and
experience and assist them into the transition of responsible adulthood. The average
percentage of Leadership students who qualify for free and reduced lunches are above
95%. Many of our students are products of generational poverty and emotionally needy.
The programs are intended to improve all of its students learning and experience.
23