Weston Preparatory Academy

August 2, 2010

Title I Accountability Grant Michigan Statewide System of Support

Evidence-Based Intervention (EBI) Investigation and Selection Process for School Teams
Important Note: Guidance documents entitled the Evidence-based Intervention Help Guide and the Evidence Based Intervention Investigation Protocol have been created with criteria for considering an intervention to be evidence-based. These documents will take you through each of the Definitions of Evidence-Based Status, providing, for each definition, additional information that will help you to identify evidence-based interventions and to supply the correct documents for those interventions. Direct questions and/or requests for assistance to Darlene Schoolmaster at dschoolmaster@gomasa.org. Name of Evidence-Based Intervention: Reading Apprenticeship (RA), Everyday Math (EM) Documented School Team Needs (use narrative data statements based on multiple, current data sources): In Reading 78% of Weston Preparatory Academy students are proficient in 2009/2010, which is 9% higher than AYP targets of 69% for Elementary and 12% higher than AYP targets of 66% for Middle School. In Math, 68.7% of students are proficient in 2009/2010, which translates to a 3.7% advantage over AYP targets of 65% in Elementary and a 14.7% advantage over the AYP targets of 54% in Middle School. The largest subgroup population is Economically Disadvantaged, with a total of 117 in 2009-2010 in the K-8 grades, and 27 in grades 9-12. However, one of the focal points for the T1AG grant is Students with Disabilities, and it is important to note that while SWD only numbers 8 students for 2009-2010, the three year total is 28, and in two of the past three years, this subgroup did not make AYP.

Weston Preparatory Academy

2009/2010 School Year - Reading MEAP Proficiency Report with AYP Groups for Wayne RESA, Weston Preparatory Academy, Weston Preparatory Academy - All Grades Total Categ Numb Not % % Stude ory er Met Met nts All Black White EDD SWD 117 117 0 94 4 78 78.5 0 80.3 50 33 32 1 23 4 22 21.5 100 19.7 50 150 149 1 117 8

August 2, 2010

2009/2010 School Year - Mathematics MEAP Proficiency Report with AYP Groups for Wayne RESA, Weston Preparatory Academy, Weston Preparatory Academy - All Grades Numb Total Categ Not er % % Stude ory Met Met nts All Black White EDD SWD 103 103 0 86 6 68.7 69.1 0 73.5 75 47 46 1 31 2 31.3 30.9 100 26.5 25 150 149 1 117 8

2009/2010 School Year - Mathematics MEAP Proficiency Report with AYP Groups for Wayne RESA, Weston Technical Academy, Weston Technical Academy - All Grades Numb Total Categ Not er % % Stude ory Met Met nts EDD 86 73.5 31 26.5 117 SWD 6 75 2 25 8 2008/2009 School Year - Mathematics MEAP Proficiency Report with AYP Groups for Wayne RESA, Weston Technical Academy, Weston Technical Academy - All Grades Numb Total Categ Not er % % Stude ory Met Met nts EDD 28 59.6 19 40.4 47 SWD 7 50 7 50 14

Weston Preparatory Academy

August 2, 2010

2007/2008 School Year - Mathematics MEAP Proficiency Report with AYP Groups for Wayne RESA, Weston Technical Academy, Weston Technical Academy - All Grades No Numb Total Categ t er % % Stude ory Me Met nts t 3 6 EDD 11 2 23 8 34 1 8 SWD 1 7 5 3 6

1. Intervention Description: A) Reading Apprenticeship (RA) Highly qualified teachers will teach students in the content areas using the foundational strategies of reading apprenticeship. The Reading Apprenticeship Framework includes cognitive strategies, writing strategies, strategies for student engagement, social interactions (discussions) strategies, and assessment and meta-cognitive strategies. Teachers will provide students with the following instruction and support: active models of skilled performance; scaffolds to support learning; ample opportunities to practice; ongoing, immediate feedback; and opportunities to demonstrate skill. Teachers will use immediate formative assessment data provided by student response devices that interact with our Promethean Boards to determine effectiveness of Reading Apprenticeship strategies. B.) Everyday Mathematics (EM) Everyday math is a core curriculum for grades K-6. This program covers numeration and order, operations, functions and sequences, data and chance, algebra, geometry and special sense, measures and measurement, reference frames, and patterns. These concepts are reviewed and extended in varying contests across the grade levels. Everyday Mathematics focuses on real-life problem solving, student communication of mathematical thinking and incorporates technology. The curriculum fosters parent involvement in student learning, uses various methods of skill for practice and balances varying types of instruction. Teachers will use immediate formative assessment data provided by student response devices that interact with our Promethean Boards to determine the most effective instructional strategies for Everyday Math.

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August 2, 2010

2. Indicate which definition of Evidence-Based Status is documented in this application (indicate Definition 1, 2 or 3 as delineated in the Help Guide): A) Reading Apprenticeship (RA) Definition 1- IES Practice Guides, Improving Adolescent Literacy: Effective Classroom and Intervention Practices, and Evidence-based decision-making: assessing reading across the curriculum interventions (research in progress), What Works Clearinghouse. Definition 2-Intervention is peer reviewed and reported with positive effects. Supporting Documentation: Bruning, R. Schraw, G, Norby, M and Ronning, R.(2004). Cognitive Psychology and Instruction. Upper Saddle River, N.J.: Pearson. Corrin, W., Sommers, M.A., Kemple, J., Nelson, E., & Sepanik, S. (2009). The Enhanced Reading Opportunities study: Findings from the second year of implementation (NCEE 2009-4036). Washington, DC: Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/pdf/20094036.pdf. Fang, Z. (2006, April 14). The language demands of science reading in middle school. International journal of science education, 28(5), 491-519. Greenleaf, C. L., Schoenbach, R., Mueller, F. L., & Cziko, C. (2001, Spring). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71(1), paragraphs. OReilly, T., & McNamara, D. S. (2007, March). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional high-stakes measures of high school students science achievement. American Educational Research Journal, 44(1), 161-196. Reading Apprenticeship Classroom Study Linking Professional Development for Teachers to Outcomes for Students in Diverse Subject- Area Classrooms (2001-2004). http://www.wested.org/sli/linked_page_7_final.pdf. Schoenbach, Ruth, et al. A Guide to Improving Reading in Middle and High School Classrooms. San Francisco: Jossey-Bass Publishers, 1999. Strategic Teaching and Reading Project Guidebook. (1995, NCREL, rev. ed.)

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August 2, 2010

Studies of Student Reading Growth in Diverse Professional Development Networks (1999-2002). http://www.wested.org/sli/linked_page_5_final.pdf. Study of Teacher Learning and Student Reading Outcomes in an SLI Professional Development Network (19972000). http://www.wested.org/sli/linked_page_4_final.pdf. Winne, P. H. & Hadwin, A. (1998). Studying as self-regulated learning. Metacognition in educational theory and practice, 277304. Focusing on the Essentials by Douglas Reeves in American School Board Journal, July 2010 (Vol. 197, #7, p. 39, 41) Feedback and Formative assessment B) Everyday Mathematics Definition 1- The studies of Everyday Mathematics met the What Works Clearinghouse evidence standards with reservations. 3. Provide all appropriate documentation for the selected Definition that aligns with the selected definition and guidelines as indicated in the Help Guide. You may include this in the body of this document or as an attachment(s). A) Reading Apprenticeship See attached report. B)Everyday Mathematics was found to have potentially positive effects on students math achievement. The rating of effectiveness was: Average: +6 percentile points Range: -7 to +14 percentile points

4. Describe the implementation support provided by this EBI and how implementation fidelity will be monitored (attach tools): A) Reading Apprenticeship (RA): The staff will attend three-day training on the program. A coach will be placed to assist with implementation strategies. Grade level teaching meetings and parallel block support will be used to support implementation. Additional support will be provided by the use of multiple leveled readers and consumable materials. Formative assessment data will be generated and recorded through the use of student response systems to determine effectiveness of strategies.

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August 2, 2010

B) Everyday Mathematics (EM): Training will be provided for all staff. A coach will be placed to assist with implementation strategies. Grade level teaching meetings and parallel block support will be used to support implementation. Student response systems will be used to generate formative assessment data for analysis and strategy effectiveness. 5. Describe evaluation tools (attach): Evaluation tools for both learning strategies include: a. Pre and post assessment data b. MEAP data, will use the 2009-2010 data as one baseline c. Scantron Performance Series testing will use the fall 2010 testing cycle as the baseline and compare with mid-cycle and end-of-year assessment d. Other classroom assessments to be developed by grade level teams e. Formative assessment data provided by student response devices.

6. Answer yes or no to the following: (The following answers apply to both interventions.) This intervention has clearly documented implementation strategies This intervention could be easily replicated Training for implementation includes coaching and technical assistance Identify populations this intervention serves: Special Education English Language Learners

YES

NO

YES YES YES

Yes N/A

Weston Preparatory Academy Alternative Education High School

August 2, 2010

N/A N/A

7. Include representative and/or service provider resumes and/or curriculum vitae, reflecting experience and credentials related to the intervention implementation and professional development. Training will come directly from the Reading Apprenticeship program representatives and from Everyday Math representatives. Additional support will come from Wayne RESA and MAISA contractors.

FINANCIAL SUPPORT REQUESTED FOR THESE EVIDENCE BASED INTERVENTIONS (REVISED 07/27/10) A.) READING APPRENTICESHIP Team Training at Wayne RESA (Aug 17-18, 2010) 16 Team Members @ $175.00 each 2, 800.00 Stipend of $25 per hours X 288 hrs 200.00 Reading Resource Materials Leveled Readers A-Z Scholastic Readers (Comprehension) Gr K-6 19, 500.00 National Geographic (Informational Text) Gr 3-8 667.36 Parallel Block Consumable Student Resources 51, 420.75 (3 yrs X $17, 140.25) SUB- TOTAL 588.11 $ $ $ 7,

$ $ 31, $

112,

Weston Preparatory Academy B.) EVERYDAY MATHEMATICS Classroom Resource Packages that include Lesson guides, manuals, assessment handbooks, Differentiation handbooks, Home Connections handbook, Posters, Student journals, reference books, pattern books and manipulative kits Gr K -8 981.00

August 2, 2010

66,

5 six hour sessions of professional development (stipends) $ 15, 000.00 Food $ 2, 500.00 Professional Development Trainer 30 hrs @ $67 per hr $ 2,010.00 Learner Response Systems to be used with Promethean Boards for formative assessments one ActivExpression and one ActiVote per classroom ($ 3000.00 X 14) ** can be used for both Reading and Math $ SUB TOTAL 491.00 TOTAL REVISED 8/02/10 $ 241, 079.11

42, 000.00 $ 128,

Weston Preparatory Academy

August 2, 2010