PDF Text Pages
Pre-K
October 2 - BBQ Beef Riblet on Whole Wheat Bun, Potato Wedges, Juice, Milk
October 3 – Chicken Stir Fry w/Mixed Vegetables, Whole Wheat Roll, Juice, Milk
October 4 – Pizza, Romaine Lettuce, Juice, Milk
October 5 – Turkey & Cheese on a Wheat Wrap, Carrots, Juice, Milk
October 9 – Hot Dog on a Whole Wheat Bun, Potato Wedges, Juice, Milk
October 10 – Macaroni and Cheese, Whole Wheat Roll, Green Beans, Juice, Milk
October 11 – Pizza, Romaine Lettuce, Juice, Milk
October 12 – Beef and Cheese Nachos, Whole Grain Chips, Carrots, Juice, Milk
October 16 - Chicken Patty on a Whole Wheat Bun, Crispy Cube Potatoes, Juice, Milk
October 17 – Chicken & Cheese Soft Taco, Carrots, Juice, Milk
October 18 - Pizza, Romaine Lettuce, Juice, Milk
October 19 – Italian Sub on a Whole Wheat Bun, White Bean Potato Salad, Juice, Milk
October 23 – Hamburger on a Whole Wheat Bun, Baked Beans, Juice, Milk
October 24 – Mostaccioli, Whole Wheat Roll, Green Beans, Juice, Milk
October 25 – Pizza, Romaine Lettuce, Juice, Milk
October 26 – Beef and Bean Chili, Whole Wheat Crackers, Carrots, Juice, Milk
October 30 - Mini turkey Corn Dogs, Baked Beans, Juice, Milk
October 31 – Walking Taco, Carrots, Juice, Milk
K – 8
October 2 - BBQ Beef Riblet on Whole Wheat Bun OR Turkey Cheese Wrap, Potato Wedges, Juice, Milk
October 3 – Chicken Stir Fry w/Mixed Vegetables, Whole Wheat Roll, OR Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
October 4 – Pizza, Romaine Lettuce, Applesauce, Milk
October 5 – Turkey & Cheese on a Wheat Wrap, Carrots OR Italian Sub w/Cream of Broccoli Soup, Apple, Milk
October 6 – Chicken Nuggets OR Chicken & Cheese Wrap, Baked Beans, Juice, Milk
October 9 – Hot Dog on a Whole Wheat Bun, OR Turkey & Cheese Wrap, Potato Wedges, Juice, Milk
October 10 – Macaroni and Cheese, Whole Wheat Roll, Green Beans OR Ham & Cheese Wrap w/Chicken Dumpling Soup, Pear, Milk
October 11 – Pizza, Romaine Lettuce, Applesauce, Milk
October 12 – Beef and Cheese Nachos, Whole Grain Chips, Carrots OR Italian Sub w/Cream of Potato Soup, Apple, Milk
October 13 – Popcorn Chicken OR Chicken & Cheese Wrap, Baked Beans, Juice, Milk
October 16 - Chicken Patty on a Whole Wheat Bun OR Turkey & Cheese Wrap, Crispy Cube Potatoes, Juice, Milk
October 17 – Chicken & Cheese Soft Taco, Carrots Or Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
October 18 - Pizza, Romaine Lettuce, Applesauce, Milk
October 19 – Italian Sub on a Whole Wheat Bun, White Bean Potato Salad OR Chef Salad w/Creamy Chicken & Rice Soup, Apple, Milk
October 20 – Chicken Tenders OR Chicken & Cheese Wrap, Mixed Vegetables, Juice, Milk
October 23 – Hamburger on a Whole Wheat Bun OR Turkey & Cheese Wrap, Baked Beans, Juice, Milk
October 24 – Mostaciolim, Whole Wheat Roll, Green Beans OR Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
October 25 – Pizza, Romaine Lettuce, Applesauce, Milk
October 26 – Beef and Bean Chili, Whole Wheat Crackers, Carrots OR Italian Sub w/Cream of Broccoli Soup, Apple, Milk
October 27 – Chicken Nuggets OR Chicken & Cheese Wrap, Mixed Vegetable, Juice, Milk
October 30 - Mini Turkey Corn Dogs OR Turkey & Cheese Wrap, Baked Beans, Juice, Milk
October 31 – Walking Taco, Carrots OR Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
High School
October 2 - BBQ Beef Riblet on Whole Wheat Bun OR Turkey Cheese Wrap, Potato Wedges, Juice, Milk
October 3 – Chicken Stir Fry w/Mixed Vegetables, Whole Wheat Roll, OR Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
October 4 – Pizza, Romaine Lettuce, Applesauce, Milk
October 5 – Turkey & Cheese on a Wheat Wrap, Carrots OR Italian Sub w/Cream of Broccoli Soup, Apple, Milk
October 6 – Chicken Nuggets OR Chicken & Cheese Wrap, Baked Beans, Elf Graham, Juice, Milk
October 9 – Hot Dog on a Whole Wheat Bun, OR Turkey & Cheese Wrap, Potato Wedges, Juice, Milk
October 10 – Macaroni and Cheese, Whole Wheat Roll, Green Beans OR Ham & Cheese Wrap w/Chicken Dumpling Soup, Pear, Milk
October 11 – Pizza, Romaine Lettuce, Applesauce, Milk
October 12 – Beef and Cheese Nachos, Whole Grain Chips, Carrots OR Italian Sub w/Cream of Potato Soup, Apple, Milk
October 13 – Popcorn Chicken OR Chicken & Cheese Wrap, Baked Beans, Pretzel, Juice, Milk
October 16 - Chicken Patty on a Whole Wheat Bun OR Turkey & Cheese Wrap, Crispy Cube Potatoes, Juice, Milk
October 17 – Chicken & Cheese Soft Taco, Carrots Or Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
October 18 - Pizza, Romaine Lettuce, Applesauce, Milk
October 19 – Italian Sub on a Whole Wheat Bun, White Bean Potato Salad OR Chef Salad w/Creamy Chicken & Rice Soup, Apple, Milk
October 20 – Chicken Tenders OR Chicken & Cheese Wrap, Mixed Vegetables, Cheese Crackers, Juice, Milk
October 23 – Hamburger on a Whole Wheat Bun OR Turkey & Cheese Wrap, Baked Beans, Juice, Milk
October 24 – Mostaciolim, Whole Wheat Roll, Green Beans OR Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
October 25 – Pizza, Romaine Lettuce, Applesauce, Milk
October 26 – Beef and Bean Chili, Whole Wheat Crackers, Carrots OR Italian Sub w/Cream of Broccoli Soup, Apple, Milk
October 27 – Chicken Nuggets OR Chicken & Cheese Wrap, Mixed Vegetable, Elf Graham, Juice, Milk
October 30 - Mini Turkey Corn Dogs OR Turkey & Cheese Wrap, Baked Beans, Juice, Milk
October 31 – Walking Taco, Carrots OR Ham & Cheese Wrap w/Chicken Noodle Soup, Pear, Milk
Breakfast Menu
Pre-K
October 2 – Snack’n Chocolate Chip Loaf, Applesauce, Milk
October 3 – Cereal, Apple, Milk
October 4 – Maple Flavored Waffle, Pear, Milk
October 5 – Wildberry Bread Slice, Raisins, Milk
October 9 – Blueberry Muffin, Applesauce, Milk
October 10 – Cereal, Apple, Milk
October 11 – Maple Flavored Waffle, Pear, Milk
October 12 – Pop Tarts, Raisins, Milk
October 16 – Chocolate Chip Round, Applesauce, Milk
October 17 - Cereal, Apple, Milk
October 18 – Maple Flavored Waffle, Pear, Milk
October 19 – Banana Loaf, Raisins, Milk
October 23 – Honey Wheat Bagel w/Cream Cheese, Applesauce, Milk
October 24 – Cereal, Apple, Milk
October 25 – Maple Flavored Waffle, Pear, Milk
October 26 – Apple Cinnamon Loaf, Raisins, Milk
October 30 – Cereal, Applesauce, Milk
October 31 Pop Tarts, Apple, Milk
Breakfast Menu
October 2 – Snack’n Chocolate Chip Loaf, Applesauce, Juice, Milk
October 3 – Cereal, Apple, Milk
October 4 – Maple Flavored Waffle, Orange, Juice, Milk
October 5 – Wildberry Bread Slice, Raisins, Juice, Milk
October 6 – Whole Wheat Cinnamon Roll, Applesauce, Juice, Milk
October 9 – Blueberry Muffin, Applesauce, Juice, Milk
October 10 – Cereal, Apple, Milk
October 11 – Maple Flavored Waffle, Orange, Juice, Milk
October 12 – Pop Tarts, Raisins, Juice, Milk
October 13 – Pop Tarts, Applesauce, Juice, Milk
October 16 – Chocolate Chip Round, Applesauce, Juice, Milk
October 17 - Cereal, Apple, Milk
October 18 – Maple Flavored Waffle, Orange, Juice, Milk
October 19 – Banana Loaf, Raisins, Juice, Milk
October 20 – Brownie Bite, Applesauce, Juice, Milk
October 23 – Honey Wheat Bagel w/Cream Cheese, Applesauce, Juice, Milk
October 24 – Cereal, Apple, Milk
October 25 – Maple Flavored Waffle, Orange, Juice, Milk
October 26 – Apple Cinnamon Loaf, Raisins, Juice, Milk
October 27 – Super Donut, Applesauce, Juice, Milk
October 30 – Cereal, Applesauce, Juice, Milk
October 31 – Pumpkin Cinnamon Roll, Apple, Milk
Today's Date ___________________________
Enrollment Application
Please print or type all information
Applicant Information:
Student Name (as it appears on birth certificate):
Last: __________________________ First: ____________________ Middle: ___________
Name your child goes by: ___________________________________ Gender: Male/Female
School District student lives in: _______________________________
Address: _____________________ City: ________________ State: _____ Zip: _________
Home Phone Number: ( )______________________
Date of Birth: _________ Place of Birth: _______________________________ Age: _____
(as it appears on birth certificate)
Ethnicity: African American / Asian / Caucasian / Hispanic / Native American/ Other: _____
Previous School Attended: _____________________________ Last grade completed _____
Parent/Legal Guardian Information:
Parent/Legal Guardian Name (1): __________________________ Relationship:_____________
Address: ________________________ City: ________________ State: _____ Zip: _________
Home Phone Number: ( )___________________ Work Phone: ( )____________________
Cell Phone Number : ( )_________________ Pager Number: ( )___________________
Work Place: ______________________________ Hours of employment: __________________
Parent/Legal Guardian Name (2): __________________________ Relationship:_____________
Address: ________________________ City: ________________ State: _____ Zip: _________
Home Phone Number: ( )___________________ Work Phone: ( )____________________
Cell Phone Number : ( )_________________ Pager Number: ( )___________________
Work Place: ______________________________ Hours of employment: __________________
Student resides with: □ Both Parents □ Mother □ Father □ Guardian □ Other _________________
Tuesday-August 23rd 9:00-3:00@Merritt
9:00 Staff meeting in cafeteria for activities
10:00 Intro to the school year/staff handbook
11:00 Work in rooms
12:00 Lunch on own
1:00 Lesson plans
3:00 Free to leave
Wednesday-August 24th 9:00-3:00 @ Merritt
9:00 Next Generation Science Standards
12:00 Lunch on own
1:00 3:00 Next Generation Science Standards
Thursday-August 25th 9:00-3:00@ Merritt
9:00 Close and Critical Reading
12:00 Lunch on own
1:00 Close and Critical Reading
Friday-August 26th 9:00-3:00
9:00-10:30 Copy Rewrites (K-5 and MS and HS ELA teachers)
10:45-12:15 Zunal and Padlet (All staff)
1:30 Graphic Organizers for Math
Monday-August 29th 9:00-3:00@Merritt
9:00 Project Based Learning
12:00 Lunch on own
1:00 3:00 Project Based Learning
Tuesday-August 30th 9:00-3:00 @ Merritt
9:00-11:00 All teachers meet in cafeteria
Open House Expectations
12:00 Lunch on own
1:00 Kelly Morgan- sharing website information
1:30 Charlotte Danielson
3:00 Free to leave
Wednesday-August 31st 9:00-3:00 @ Merritt
9:00-10:00 Everyone report to cafeteria
First Day of School Procedures
Fire drills/lockdowns/tornados
10:00 Everyone work in rooms
12:00 Lunch on own
1:00 Everyone work in rooms
3:00 Free to leave
5:15 Be back for Open House
6:00-7:30 Open House
** During times scheduled to work in rooms, small groups will be pulled out based
on need for discussions.
*** Order of events subjected to change based on time restrictions.
MERRITT ACADEMY
Community Service Learning Agreement
Student's Name _________________________________________ Grade __________
Organization/Project: _________________________________________ Phone: ____________________________
Organization's Supervisor: __________________________________________
Responsibilities: __________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Expected starting date: _______________ Expected date of completion: __________________
TO BE COMPLETED BY STUDENT
I, _____________________________________, agree to abide by the regulations and policies of this organization and to perform to the best of my ability, the tasks specified in this agreement. I agree to call the organization in advance if I am detained or plan to be absent for any reason. Failure to do so will result in dismissal from this organization and hours served to that date will be forfeited.
________________________________________________ (Student's Signature)
TO BE COMPLETED BY PARENT/GUARDIAN
I, _____________________________________, the parent or legal guardian of ____________________________________ (student), agree to support and encourage my son/daughter in the community service she/he will perform for the agency listed above. I accept responsibility for transportation to and from the organization recognizing the school has provided service opportunities within the community.
Please check one:
I understand that my son/daughter may be photographed or video recorded during this assignment.
____ I give my permission for his/her picture to appear in the school publications or the local media.
____ I DO NOT give my permission for his/her picture to appear in school publications or the local media.
________________________________________________ (Parent/Guardian's Signature)
TO BE COMPLETED BY ORGANIZATION
_______________________________________ (Name of Organization), agrees to accept the responsibility of supervision, evaluation, meaningful educational experience for this student in exchange for the community service.
Hours volunteered: _________
_________________________________________________ (Signature of Organization's Representative)
FOR COMMUNITY SERVICE LEARNING OFFICE USE ONLY
_________________________________________________ (Principal's Pre-Approval)
_________________________________________________ (Principal's Signature)
_____________ Hours Credited
_____________ Date Returned
_____________ Graduation Year
School Annual Education Report (AER)
January 24, 2017
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2015-16 educational progress for the Merritt Academy. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact Tracy Cohrs for assistance.
The AER is available for you to review electronically by visiting the following web site www.merritt-academy.org or you may review a copy in the main office at your child’s school.
For the 2016-17 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 30% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or “Beating the Odds” by outperforming the school’s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases no label is given.
Our school was identified as not having a label.
One of the key challenges identified in reviewing the combined report is working on closing the achievement gap. The school is working an modifying the current response to intervention (RTI) program, multi-tiered system (MTSS), and special education program to address this issue.
State law requires that we also report additional information.
- PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
- Students apply to the school during the two-week open enrollment period. If there are open spots available all students are accepted. If there is not enough spots a lottery is held. After the open enrollment period students are accepted on a first come basis.
- THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN
- In 2015-16 the school improvement plan goals were monitored. Progress was made on each of these goals. In 2016-17 the goals were changed to address new areas of weakness. Thus far for 2016-16, the students are showing progress toward the goals.
- A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL
- We do not have any specialized schools.
- IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION, AND AN EXPLANATION OF THE VARIANCES FROM THE STATE’S MODEL
- A copy of the curriculum can be found on teacher web pages. The common core is fully implemented at all grade levels. The school is beginning to implement the Michigan Science Standards. There are no variances from the state’s model.
- THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS
Percentage of students meeting winter growth goals in Performance Series and NWEA
|
|
Reading 14/15 |
Reading 15/16 |
Math 14/15 |
Math 15/16 |
|
Kindergarten |
N/A |
94% |
N/A |
94% |
|
First |
N/A |
68% |
N/A |
66% |
|
Second |
70% |
79% |
74% |
81% |
|
Third |
75% |
88% |
59% |
69% |
|
Fourth |
75% |
78% |
74% |
75% |
|
Fifth |
88% |
91% |
90% |
88% |
|
Sixth |
82% |
60% |
85% |
74% |
|
Seventh |
72% |
59% |
77% |
80% |
|
Eighth |
68% |
665% |
58% |
89% |
- IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES
- Parent teacher conferences are held two times a year. In 2014-16 the number of students represented between the two is 323. This is equal to 60%. In 2015-16 the number represented for conferences are 413. This is equal to 79%.
- FOR HIGH SCHOOLS, ONLY ALSO REPORT ON THE FOLLOWING:
- THE NUMBER AND PERCENT OF POSTSECONDARY ENROLLMENTS
i. In 2014-15 there were 5 students in Dual Enrollment. This is equal to 1%
In 2015-16 there were 5 students in Dual Enrollment. This is equal to 1%.
- THE NUMBER OF COLLEGE EQUIVALENT COURSES OFFERED (AP/IB)
i. Zero for both 2014-15 and 2015-16.
- THE NUMBER AND PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE EQUIVALENT COURSES (AP/IB)
i. Zero for both 2014-15 and 2015-16.
- THE NUMBER AND PERCENTAGE OF STUDENTS RECEIVING A SCORE LEADING TO COLLEGE CREDIT
i. Zero for both 2014-15 and 2015-16.
Merritt Academy performed well on the M-Step compared to state and local district averages. The school successfully moved from Performance Series testing to NWEA testing. Our 8-man football team reached in playoffs and hosted our first home play off game. In addition, the Middle and High school concert bands received all 1’s at festival and went to state competition.
Sincerely,
Nathan Seiferlein
MERRITT ACADEMY - POLICIES AND PROCEDURES
#16 Student Internet/On-Line Services User Rules & Agreement
Merritt Academy has the capability of offering Internet access to its students. Access to the Internet enables students to exchange electronic mail messages wit other users and explore thousands of libraries, databases and bulletin boards throughout the world. Use of the Internet and other on-line information services is a privilege extended to students, faculty and staff to enhance learning opportunities.
Although the Internet offers valuable resources and opportunities for learning, some material accessible on-line may be illegal, defamatory, inaccurate or potentially offensive to some people. Use of the Internet and other on-line services in Merritt Academy is restricted to activities which support the educational goals and objectives.
Merritt Academy respects each family's right to decide whether or not to allow their child to apply for access to the Internet and other on-line services. Parental permission is required for students under the age of 18 to use on-line resources at Merritt Academy. The following guidelines have been established regarding the Internet and other on-line services:
1. Students are responsible for good behavior on school computer networks, just as they are in classrooms and school hallways.
2. Merritt Academy administrators will deem what is an appropriate use of the Internet and other on-line information services and their decisions are final.
3. The administration, faculty and staff of Merritt Academy may deny, revoke or suspend student access accounts for inappropriate use of the Internet and other on-line information services.
4. Merritt Academy reserves the right to review any material stored in files and may edit or remove any material which the staff, in its sole discretion, believes may be unlawful, obscene, abusive or otherwise objectionable.
5. Transmission of any material in violation of U.S. or state regulations, including copyrighted, threatening or obscure materials, is prohibited.
6. Use for commercial activities by for-profit organizations, product, promotion, political lobbying or illegal activities is prohibited.
7. The following uses of the Internet and other on-line information services are not permitted;
a. Sending, receiving or displaying offensive messages or pictures
b. Using obscene language
c. Harassing, insulting or attacking others
d. Damaging computers, computer systems or computer networks
e. Violating copyright laws
f. Using another person's account and/or password
g. Giving your account and/or password to another person
h. Trespassing in another person's folders, work or files
i. Intentionally wasting limited resources
j. Employing the network for commercial purposes
k. Divulging personal information about yourself or others to strangers (includes addresses, telephone numbers, credit card numbers, passwords or other confidential information)
Violations will result in a loss of access as well as other disciplinary or legal action. School disciplinary action will be determined by the school administration in accordance with the Student Code handbook and Board Policies and may result in suspension or expulsion.
The signatures of both the student and the parent/guardian (for students under the age of 18) are mandatory before access to the Internet and other on-line services may be granted.
Merritt Academy
Internet/On-Line Services User Agreement and Parent Permission Form
I have read and hereby agree to comply with the terms and conditions outlined above
Student Signature: _______________________________________ Date: _________________________
Student Name (please print): __________________________________________________
Grade: ________ Date of Birth: ___________________
As parent/legal guardian of the student signing above, I grant permission for my child to access network services such as electronic mail and the Internet. I have read and agree to Merritt Academy's Internet/On-Line Services Use Procedure, and understand that I may be held responsible for violations by my child. I understand that my child's access account can be used to access the Internet from computers outside the school community. I understand that some materials on the Internet may be objectionable; therefore, I agree to accept responsibility for guiding my child, and conveying to him/her appropriate standards for selecting, sharing and/or exploring information and media.
Parent/Guardian Signature: ________________________________ Date: __________________________
Parent/Guardian Name (please print): _____________________________________________
Address: _______________________________________________________________________________
Home Telephone: _________________________ Daytime Telephone: ____________________________
EDUCATIONAL SERVICE PROVIDER AGREEMENT
This Educational Service Provider Agreement is made and entered into as of the 28th day of May, 2015, by and between The Romine Group, Inc., (hereafter referred to as "TRG") a Michigan corporation located at 7877 Stead Street, Utica, Michigan and Merritt Academy ("Academy") by and through its Board of Directors ("Academy Board") formed under Part 6A of the Revised School Code "the "Code"), as amended, being Sections 380.501 to 380.507 of the Michigan Complied Laws located in Michigan.
The following is a recital of facts underlying this Agreement:
The Academy is a public school academy, organized under the Code. The Academy has been issued a contract "the "Contract") from the Saginaw Valley State University Board of Trustees ("University Board") to organize and operate a public school academy, with the University Board as the authorizing body. The Code permits a public school academy to contract with persons and entities for the operation and management of the public school academy.
TRG specializes in providing educational institutions vocational schools, businesses, churches and other organizations with a variety of educational services and products, including management, curricula, educational programs, teacher training, and technology. TRG's products and services are designed to serve the needs of a diverse student population.
The Academy and TRG have engaged in an enduring educational partnership, whereby the Academy and TRG have worked together to bring educational excellence and innovation to the Saint Clair County area, based on TRG's school design, comprehensive educational program, institutional principles and management methodologies.
In order to continue the implementation of an innovative educational program at the Academy, the parties desire to establish this arrangement for the management and operation of certain of the Academy's educational and administrative activities or functions.
Therefore, it is mutually agreed as follows:
ARTICLE I
TERM
This Agreement shall become effective upon execution and shall run for a term of 5 years and be terminable by the Academy at will on or after the third anniversary date of this Agreement.
ARTICLE II
CONTRACTUAL RELATIONSHIP
A. Authority. The Academy represents that it is authorized by law to contract with private entity and for the entity to provide educational and management services. The Academy further represents that is has been issued a Contract by the University Board to organize and operate a public school academy situated in Michigan. The Academy Board is vested with all powers within applicable law for carrying out the educational program contemplated in this Agreement.
B. Contract. Acting under and in the exercise of such authority, the Academy hereby contracts with TRG to the extent permitted by law, to provide all functions relating to the provision of educational services and the management and operation of the Academy in accordance with the terms of this Agreement and the Academy's Contract. The TRG shall comply with all terms and conditions of the Contract to the extent TRG is performing services on behalf of the Academy.
C. Status of the Parties. TRG is a for-profit corporation, and is not a division or a part of the Academy. The Academy is a body corporate and governmental entity authorized by the Code, and is not a division or part of TRG. The relationship between TRG and the Academy is based solely on the terms of this Agreement. No provision of this Agreement shall interfere with the Academy's Board under the Contract or applicable law and the Academy's duties under the Contract shall not be limited or rendered impossible by any action or inaction of TRG.
D. Independent Contractor Status. The parties to this Agreement intend that the relationship between them created by this Agreement is that of an independent contractor and not employer-employee. No agent or employee of TRG shall be determined to be the agent or employee of the Academy except as expressly acknowledged in writing by the Academy. Notwithstanding the foregoing, TRG and certain of its employees shall be designated as "School Officials" under the Family Educational rights and Privacy Act, 20 U.S.C. §1232g, for the limited purpose of allowing them access to educational records. Such designation shall be undertaken by appropriate Academy Board action. TRG will be solely responsible for its acts and the acts of its agents, employees, and subcontractors. No provision of this Agreement shall predetermine the Academy Board's course of action in choosing to assert or not assert governmental immunity.
E. Bankruptcy Notice. TRG shall notify the Academy Board if any principal or officer of TRG, or TRG as a corporate entity (including and related organizations or organizations in which a principal or officer of the TRG served as a principal or officer), has filed for bankruptcy protection in the last six (6) months or within any applicable preference period, whichever is longer.
ARTICLE III
FUNCTIONS TO BE PERFORMED BY THE CONTRACTOR
In consideration of the management fee paid by the Academy, TRG shall perform the following:
A. Responsibility. TRG shall be responsible, and accountable to the Academy, for the management, operation and performance of the Academy.
B. Educational Program. The Educational Program is defined as follows. The program of instruction shall be as set forth in the Academy's Contract, and may be adapted and modified from time to time with prior Board approval and in conjunction with the Contract amendment process established by the University Board. TRG shall be responsible for the following additional areas, which are part of the Educational Program:
1. Strategic Planning. TRG shall help the Academy Board design strategic plans for the continuing educational and financial benefit of the Academy.
2. Public Relations. TRG shall work with the Academy Board to design an ongoing public relations strategy for the development of beneficial and harmonious relationships with other organizations and the community, for joint implementation by the Academy and its Board.
3. Special Functions. The services TRG will provide the Academy include, but are not limited to the following:
i. Financial. For example:
*Develop salary schedules
*Select benefit packages
*Determine retirement options
*Budgeting and financial forecasting
*Cash management
*Bookkeeping
*Account reconciliation
*Management of all federal, state and local grants
*Purchasing
*Procurement
*All other functions traditionally undertaken by the business-services office of a public school
ii. Educational Planning. For example:
*Coordinated with the Board the writing of the curriculum expansion
*Recommend methods of assessments
*Coordinate with the Board the writing and developing of the school improvement plans
*Assist in seeking accreditation through North Central Association/Education
*Assist in the development and writing of the technology plan
*Implementation of current curriculum
*Ass aspects of design and implementation of programs for special education and related services
*Management of 504 Plans
*All aspects of design and implementation of IEPs and plans for ELL students
*All aspects of delivering the educational program approved by the University Board
iii. Staff Development. For example:
*Workshops and seminars
*Professional Growth activities
iv. Problem Solving. For example:
*Personnel issues
*Conflict resolution
*Student/parent/teacher issues
v. Compliance Issues. For example:
*Membership reports
*Annual reports
*Annual audits
*Charter contract compliance
*All transparency requirements, as required by state and federal law and the Contract.
vi. Equipment/Furniture. For example:
*Inventory
vii. Contracted Services (as needed). For example:
*Maintenance (building)
*Cleaning supplies/equipment
*Snow removal
*Lawn service
*Painting
*Landscaping
*Parking lot maintenance
*Playground equipment
*Athletic equipment
viii. Human Resources. For example:
*All aspects of Human Resources Management, including but not limited to appropriate hiring, evaluation and termination (as necessary) of all staff assigned to the Academy in accordance with applicable law.
Assets provided, or caused to be provided, to the Academy by TRG with TRG's funds shall remain the property of TRG unless agreed in writing to the contrary. Upon termination of this Agreement, the Academy, at its sole election, may choose to purchase all or some of said property for its fair market value. All acquisitions made by TRG for the Academy with funds TRG has received pursuant to Article V including, but not limited to, instructional materials, equipment, supplies, furniture, computers and technology, shall be owned by and remain the property of the Academy. The Board shall retain the obligation, as provided in Section 1274 of the Code, to adopt written policies governing the procurement of supplies, materials, and equipment. In the event that TRG purchases supplies, materials, or equipment from third parties as agents for or on behalf of the Academy, TRG shall comply with Section 1274 of the Code as if the Academy were making such purchases directly from a third party. TRG certifies that there shall be no markup of costs for supplies, materials, or equipment procured by TRG on the Academy's behalf and that all supplies, materials and /or equipment shall be inventoried in such a way that it can be clearly established which property belongs to the Academy.
C. Additional Services. Any services being provided by TRG to the Academy not described in this Agreement shall be subject to a separate, written contract.
D. Subcontracts. TRG reserves the right to subcontract any and all aspects of all other services it agrees to provide to the Academy, including, but not limited to transportation, food service, payroll and /or any computer services with the prior approval of the Academy Board. TRG shall not subcontract the management, oversight, staffing, or operation of the teaching and instructional program, except as specifically permitted herein or with the prior approval of the Academy Board. Notwithstanding the foregoing, TRG shall remain responsible to the Academy for the quality of such services it chooses to subcontract, as well as the compliance by such subcontractors with the Contract and all applicable law. Further, the Academy shall not pay a fee or markup for such Subcontract.
E. Place of Performance. TRG reserves the right to perform functions other than instruction, such as purchasing, professional development and administrative functions, off site, unless prohibited by state or local law.
F. Student Recruitment. TRG and the Academy shall be jointly responsible for the recruitment of students subject to agreement on general recruitment and admission policies. Application by or for students shall be voluntary, and shall be in writing. Students shall be selected in accordance with the procedures set forth in the Academy's Contract and in compliance with the Code and other applicable law.
G. Legal Requirements. TRG shall assist in providing educational programs that meet federal, state, and local laws and regulations, and the requirements imposed under the Code and the Academy's Contract, unless such requirements are, or have been waived.
H. Rules and Procedures. TRG shall recommend reasonable rules, regulations and procedures applicable to the Academy and is authorized and directed to enforce such rules, regulations and procedures adopted by the Academy Board.
I. School Years and School Days. The school year and the school day shall be scheduled as required by law and the Academy's Contract.
J. Additional Grades and Student Population. TRG in connection with the Academy Administrator shall make the recommendation to the Academy Board concerning limiting, increasing, or decreasing the number of grades offered and the number of students served per grade or in total, within the limits provided for by the Academy's Contract.
ARTICLE IV
OBLIGATIONS OF THE BOARD
The Academy shall exercise good faith in considering the recommendations of TRG and the Academy Administrator including, but not limited to their recommendations concerning policies, rules, regulations, procedures, curriculum, budgets, fund raising, public relations and school entrepreneurial affairs. TRG does understand all of these decisions remain the responsibility of the Academy Board and may not be delegated directly to TRG.
ARTICLE V
FINANCIAL ARRANGEMENTS
A. Compensation for Services. During the term specified in Article I, the Academy shall pay TRG a capitation fee of an amount equal to ten (10%) percent, based upon all of the funds received by the Academy that the State of Michigan determines the Academy is entitled to receive pursuant to the State School Aid Act of 1979, as amended, for the particular students enrolled in the Academy ("SSA") and the 31A-At Risk, Title I, IIA, IID and V program funds. The SSA may change according to overall changes in the student allocations by the State of Michigan. Such fee shall not be less than $250,000 nor exceed $500,000 in any one academic year of the Academy. The SSA may change according to overall changes in the student allocations by the State of Michigan.
B. No Related Parties or Common Control. TRG will not have any role or relationship with the Academy that, in effect, substantially limits the Academy's ability to exercise its rights, including cancellation rights, under this Agreement. The Board may not include any director, officer or employee of a management company that contracts with the Academy. In furtherance of such restriction, it is agreed between the Academy and TRG that none of the voting power of the governing body of the Academy will be vested in TRG or its directors, members, managers, officers, shareholders, and employees, and none of the voting power of the governing body of the TRG will be vested in the Academy or its directors, members, managers, officers, shareholders and employees. The Academy and TRG will not employ the same individuals. Further, the Academy and TRG will not be members of the same controlled group, as defined in Section 1.150-1 (f) of the regulations under the Internal revenue Code of 1986, as amended, or related persons, as defined in Section 144(a)(3) of the Internal Revenue Code of the 1986, as amended. No TRG employee shall be designated as the Chief Administrative Officer of the Academy, although such employee may be a designee of the Chief Administrative Officer for certain purposes enumerated by Board action.
C. Payment of Costs. In addition to the fee described in this Section, the Academy shall reimburse TRG for all costs incurred and paid by TR in providing the Educational Program and other goods and services provided for in this Agreement, except as provided in Article VII, provided such costs are consistent with the Academy budget approved by the Academy Board. Such costs include, but are not limited to, advertising, typing, printing, duplicating, postage, application fees, curriculum materials, textbooks, library books, furniture and equipment, computers, supplies, and related expenses of TRG employees assigned to the Academy to provide goods and services to the Academy, building payments, maintenance, capital improvements. TRG shall not seek or be reimbursed or paid for its corporate expenses and overhead; compensation for all such expenses and overhead are included in the capitation fee. Corporate expenses and overhead include, but are not limited to, TRG's rent, utilities, equipment, supplies, central office staff, corporate payroll, vehicles, corporate travel, and other such costs incurred as a result of its operation in servicing the Academy. To the extent TRG procures and goods or services the cost for which the Academy is responsible there shall be no markup of the cost of those goods and services by TRG. Salaries of TRG staff not assigned to the Academy shall be the sole responsibility of TRG.
D. Approved Costs. The Academy Board may pay or reimburse TRG for additional costs incurred by TRG ("Approved Costs") upon properly presented documentation and approval by the Academy Board, or the Academy Board may advance funds to TRG for such Approved Costs provided that documentation for the fees and expenses are provided for Academy Board ratification. Only those subcontractor fees for services outside the scope of TRG's services and specifically approved by the Academy Board may be included as Approved Costs.
E. Time and Priority of Payments. The fee due to TRG shall be calculated for each school year at the same time as the State of Michigan calculates the SSA, and adjustments to such calculation shall occur at the same time as the State of Michigan makes adjustments to the SSA. TRG shall receive its fee as calculated pursuant to the preceding sentence in eleven (11) installments beginning in October of each year and ending in August of the subsequent year. Such installment amounts shall be due and payable within five (5) days of receipt by the Academy of its monthly SSA. Payments due and owing to TRG shall be made by the Academy to TRG on or before the last day of each month.
F. Other Revenue Sources. In order to supplement and enhance the school aid payments received from the State of Michigan, and improve the quality of education, the Academy and TRG shall endeavor to obtain revenue from other sources. In this regard:
(1) The Academy and/or TRG shall solicit and receive grants and donations consistent with the mission of the Academy.
(2) Academy and/or TRG may apply for and receive grant money, in the name of the Academy subject to the prior approval of the Board.
(3) To the extent permitted under the Code and approved by the Academy Board, TRG may charge fees to students for extra services such as summer and after school programs, athletics, etc., and charge non-Academy will document such undertaking by separate agreement that complies with applicable law.
G. Other Institutions. The Academy acknowledges that TRG may enter into similar management agreements with other public or private educational schools or institutions ("Institutions"). TRG shall maintain separate accounts for reimbursable expenses incurred on behalf of the Academy and other Institutions, and only charge the Academy for expenses incurred on behalf of the Academy. If TRG incurs authorized reimbursable expenses on behalf of Academy and other Institutions which are incapable of precise allocation between the Academy and such Institutions, then TRG, to the extent permitted under applicable law, shall allocate such expenses among all such Institutions, and the Academy, on a pro-rata basis based upon the number of students enrolled at the Academy and the Institutions, or upon such other equitable basis as is acceptable to the parties. All grants or donations received by the Academy or by TRG for the specific benefit of the Academy, shall be used solely for the Academy. Marketing and development costs paid by or charged to the Academy shall be limited to those costs specific to the Academy program, and shall not include any costs for the marketing and development of TRG.
H. Reporting. TRG shall provide the Academy with:
(1) All information the Academy's auditors reasonably request.
(2) Reports on Academy operations, finances, and student performance, upon request of the Academy, the University Board or the State of Michigan.
(3) Level of compensation and fringe benefits of employees assigned to the Academy.
(4) Other information on the periodic basis to enable the Academy to monitor TRG's educational performance and the efficiency of its operations of the Academy.
I. Access to Records. TRG shall keep accurate records pertaining to its operation of the Academy, together with all Academy records prepared by or in the possession of TRG, and all of said records shall be retained for the longer of (a) five years or (b) the length of time required by applicable state, local or federal records retention guidelines. All financial, educations and student records pertaining to the Academy and Academy property. Such records are subject to the Michigan Freedom of Information Act and shall by physically stored at the Academy's physical facilities or directly accessible at the Academy facility and shall be maintained in accordance with the policies of the Michigan Department of Education. All records pertaining to teacher and administrator certification, criminal background and unprofessional conduct checks, as well as a copy of the employee handbook shall be maintained physically on site or directly accessible at the Academy facility. TRG and the Academy shall maintain the proper confidentiality of personnel, student and other records as required by law. TRG shall make all information available to the Academy as deemed necessary by the Academy Board to fully satisfy its obligation under the Contract and at least the information that a school district is required to disclose under MCLA 388.1618 for the most recent fiscal year for which information is available, and shall collect, maintain and supply to the Academy all information listed in MCLA 380.503(6)(m)
J. Review of Budget. The Academy Board shall be responsible for reviewing, revising, and approving the annual budget of the Academy.
K. Annual Audit. The Academy Board shall select, retain, and pay for an annual financial audit in accordance with the Contract and applicable state law. TRG shall cooperate with said auditor and will make sure that all Academy's financial records and TRG records related to the Academy will be made available to the independent auditor.
L. Payment of Academy Funds. TRG shall not be a signatory on any Academy Board account. All interest earned on Academy depository accounts shall accrue to the Academy.
ARTICLE VI
PERSONNEL & TRAINING
A. Personnel Responsibility. Subject to the Contract, and Academy Board policies, TRG shall undertake all employment functions of staff. TRG shall establish staffing levels, and select, evaluate, assign, discipline and transfer personnel, consistent with state and federal law, and consistent with the parameters adopted and included within the Contract. The Academy and TRG agree that TRG has all the rights, discretion and authority required by law to constitute an "employer" as defined in 29 U.S.C. §152(2) of the National Labor Relations Act. TRG acknowledges that the Academy's evaluation of TRG's performance is an ongoing process and that the performance of TRG's staff is a significant factor in that process. The Academy agrees to inform TR of any board concerns that could negatively impact TRG's evaluation. TRG shall not have contracts with staff assigned to the Academy (including by way of example and not limitation, teachers, administrators, counselors and the like) which contain non-compete agreements of any nature.
B. Principal. Because the accountability of TRG to the Academy is an essential foundation of this partnership, and because the responsibility of a principal ("Principal") is critical to its success, the Principal will be an employee of TRG and TRG will have the authority, consistent with state law, to select and supervise the Principal and to hold him to her accountable for the success of the Academy. The employment contract with the Principal, and the duties and compensation of the Principal shall be determined by TRG with the consent of the Academy Board. The Principal and TRG, in turn, will have similar authority to select and hold accountable the teachers in the Academy. The principal shall hold all applicable certifications.
C. Teachers. Subject to the Contract and Academy Board policies, and from time to time thereafter, TRG shall recommend to the Academy Board the number of teachers, and the applicable grade levels and subjects, required for the operation of the Academy. Thereafter, the Academy Board shall determine the number and applicable grade levels and subjects of the Academy. TRG shall provide the Academy with such teachers, qualified in the grade levels and subjects required, as are required by the Academy Board and the Contract. The curriculum taught by such teachers shall be the curriculum prescribed by the Academy and set forth by the Contract. Such teachers may, in the discretion of TRG, work at the Academy on a full or part time basis, provided that if teachers work at the Academy on a part time basis, such teachers' salaries and benefits shall be pro-rated in the Academy's budget. If assigned to the Academy on a part time basis, such teachers may also work at other schools managed or operated by TRG. Each teacher assigned or retained to the Academy shall be appropriately certified and "highly qualified" under NCLB and shall hold a valid teaching certificate issued by the State Board of Education under the Code and shall have undergone an criminal background and record check and unprofessional conduct check, as required under the Code for teachers who are employees of the Academy.
D. Support Staff. TRG understands that the Academy Board reserves the right through its independent budgeting authority to reimburse TRG, pursuant to Article V, for a number and level of support staff in accordance with the Academy Board approved budget. The parties anticipate that such support staff may include clerical staff, administrative assistants to the Principal, a bookkeeping staff, maintenance personnel, and the like.
E. Employer of Personnel. Except as specified in this Agreement, all staff performing services at the Academy shall be employees of TRG. Compensation of all employees of TRG shall be paid by TRG. For purposes of this Agreement, "Compensation" shall include salary, fringe benefits, and state and federal tax withholdings. TRG shall be responsible for paying social security, unemployment, and any other taxes required by law to be paid on behalf of its employees. Unless required by applicable statute, court or administrative decision, or Attorney General's opinion, TRG shall not make payments to the Michigan Public School Employees' Retirement System or any other public retirement system on behalf of its employees. TRG shall be responsible for conducting criminal background checks and unprofessional conduct checks on its employees as if it were a public school academy under the Code and evidence of the same shall be stored, in physical form, at the Academy or directly accessible at the Academy facility. Teachers employed by TRG shall not be considered teachers for purposes of continuing tenure under MCLA §38.71 et seq. No staff member assigned to the Academy shall be compensated by TRG in excess of one (1) full-time equivalent position.
F. Training. TRG shall provide training in its methods, curriculum, program, and technology to all teaching personnel on a regular and continuous basis. Such methodology shall at a minimum utilize TRG's teaching staff to utilize their own professional abilities to provide in-service training to each other. Instructional personnel will receive at least the minimum number of professional development hours as required under the Michigan Code. Non-instructional personnel shall receive such training as TRG determines as reasonable and necessary under the circumstances.
ARTICLE VII
ADDITIONAL PROGRAMS
A. Additional Programs. The services provided by TRG to the Academy under this Agreement consist of the Education Program during the school year and school day as set forth in the Contract. With prior approval of the Academy Board, TRG may provide additional programs including, but not limited to, adult and community education, summer school, and other special programs. In such cases where TRG is responsible for the cost of providing such additional programs, TRG and the Academy will split, in a proportion agreed upon by the parties in advance of TRG conducting such programs, with the Academy all revenues collected, less expenses to the Academy caused by such programs.
B. Food Service and Transportation. TRG will not initially provide transportation services to students at the Academy. If approved by the Academy Board, the students will be provided a catered lunch program under the normal school lunch program.
ARTICLE VIII
TERMINATION OF AGREEMENT
A. Termination By TRG. TRG may terminate the Agreement with cause prior to the end of the term specified in Article I in the event the Academy fails to remedy a material breach with sixty (60) days after notice from TRG. A material breach may include, but is not limited to, failure to make payments to TRG as required by this Agreement.
B. Termination by the Academy. The Academy may terminate this Agreement with cause prior to the end of the term in the event that TRG should fail to remedy a material breach within sixty (60) days after notice from the Academy. Material breach may include, but is not limited to, violation of this Agreement, violation of Academy's Contract with the University Board, failure to account for its expenditures or to pay operating costs (providing funds are available to do so), or unreasonable failure to meet performance standards as set for in the Contract.
C. Change in Law. If any federal, state, or local law or regulation, or court decision has a material adverse impact on the ability of either party to carry out its obligations under this Agreement, then either party, upon written notice, may request renegotiating of the Agreement; and if the parties are unable or unwilling to renegotiate the terms within thirty (30) days after the notice, the party requiring the renegotiation may terminate this Agreement on thirty (30) days further written notice.
D. Effective Date of Termination. In the event that this Agreement is terminated by either party prior to the end of the term specified in Article I, absent unusual and compelling circumstances, the termination will become effective at the end of the current fiscal year following the notice of termination.
E. Expiration. Upon expiration of this Agreement at the completion of the Contract term and where there is no renewal, or upon the termination of this agreement, whether with or without cause, TRG shall have the right to (a) subject to Article III(B), reclaim any usable property or equipment (e.g., copy machines, personal computers) it provided to the Academy at TRG's expense and not paid for by the Academy, or (b) to make payment for any such property, at the sole option of the Academy. If the Academy chooses to purchase such property, the purchase price shall be the fair market value of such property determined as of the effective date of the termination. Fixtures and building alterations shall become the property of the building owner.
F. Transition and Termination. Upon termination, TRG shall work for a period up to ninety (90) days if deemed necessary by the Academy to transition to a new Educational Service Provider. The fee shall be in accordance with the compensation stated herein. However, upon termination, TRG shall, without charge (i) close the books on the then-current fiscal quarter; (ii) organize and prepare the Academy's records for transition to the new ESP or the Academy; (iii) organize and prepare student records for transition to the new ESP or the Academy; and (iv) provide for the orderly transition of employee compensation and benefits to the new ESP or the Academy without disruption to staffing.
G. No Penalty Early Termination. In the event the University Board elects to exercise its prerogative to reconstitute the Academy this Agreement may be terminated or amended with no cost or penalty to the Academy, and no recourse to the Saginaw Valley State University (the "University") or any third party affiliated with or engaged by the University, by TRG or any subcontracted person or entity of TRG. In the event the University Board terminates the Academy's Charter, this Agreement shall immediately terminate with no cost or penalty to the Academy, and no recourse to the Saginaw Valley State University (the "University") or any third party affiliated with or engaged by the University, by TRG or any subcontracted person or entity of TRG.
ARTICLE IX
PROPRIETARY INFORMATION
A. Proprietary Information. The Academy owns all proprietary rights to curriculum or educational materials that: (i) are both directly developed and paid for by the Academy; or (ii) were developed by TRG at the direction of the Academy Board with Academy funds dedicated to the purpose of developing such curriculum or materials. TRG owns all proprietary rights to curriculum and educational materials previously developed or copyrighted by TRG, curriculum and educational materials developed by TRG not using funds from the Academy, and curriculum and educational materials not dedicated to the specific purpose of developing Academy curriculum or educational materials. TRG and the Academy shall each have the sole and exclusive right to license materials for which they own proprietary rights for use by other school districts, public schools and customers or to modify and/or sell material to other schools and customers. The Academy and TRG each shall use reasonable efforts to ensure that its personnel and agents refrain from disclosing, publishing, copying, transmitting, modifying, altering or utilizing proprietary information owned by the other party. TRG's educational materials and teaching techniques used by the Academy are subject to disclosure under the Revised School Code and the Freedom of Information Act.
B. Required Disclosure. The Academy Administrator shall be permitted to report any new teaching techniques or methods of revisions to known teaching techniques or methods to the Academy Board and to the State Board of Education, which techniques or methods may thereafter be made available to the public, as provided in Sections 505(3) of the Code, notwithstanding anything contained in this Article IX to the contrary.
ARTICLE X
INDEMNIFICATION
A. Indemnification. To the extent permitted by law, the Academy shall indemnify and save and hold TRG and all of its employees, officers, directors, subcontractors, and agents (collectively "TRG Employees," and each individually a "TRG Employee") harmless against any and all claims, demands, suits, or other forms of liability that may arise out of, or by reason of, any action taken or not taken, while active within the scope of their respective duties and in acting or not acting in a manner that would cause such TRG Employee to be immune pursuant to the Governmental Tort Liability Act, 1964 PA 170, MCL 691.1401 et seq. if such TRG Employee were an officer or employee of a governmental agency, by TRG or any of its TRG Employees in the event of any claim that this Agreement or any part thereof is in violation of law; any noncompliance by the Academy with any agreements, covenants, warranties, or undertakings of the Academy contained in or made pursuant to this Agreement; and any misrepresentation or breach of the representations and warranties of the Board contained in or made pursuant to this Agreement. In addition, the Academy shall reimburse TRG for any and all legal expenses and costs associated with the defense of ay such claim, demand, or suit.
TRG shall indemnify and save and hold the Academy and all of its directors, in their individual and official capacities, employees, officers, volunteers, students, subcontractors, and agents (collectively "Academy Releasees") harmless against any and all claims, demands, suits, or other forms of liability that may arise out of, or by reason of, any action taken or not taken by the Academy or any of its Academy Releasees in the event of any claim that this Agreement or any part thereof is in violation of law; any noncompliance by TRG with any agreements, covenants, warranties, or undertakings of TRG contained in or made pursuant to this Agreement; and any misrepresentation or breach of the representations and warranties of the Board contained in or made pursuant to this Agreement. In addition, TRG shall reimburse the Academy for any and all legal expenses and costs associated with the defense of any such claim, demand, or suit.
B. Indemnification of the University. In consideration for the grant of this Contract to the Academy, which is of material value to TRG, the parties hereby promise to indemnify and hold harmless the University Board, the University and its Board members, officers, employees, agents or representatives from all claims, demands, or liability, including attorney fees, and related expenses, on account of injury, loss or damage, including, without limitation, claims arising from bodily injury personal injury, sickness, disease, death, property loss or damage or any other losses of any kind whatsoever and not caused by the sole negligence of the University, which arise out of or are in any manner connected with University' approval of the Application, the University Board's consideration of or issuance of a Contract, the Academy's preparation for and operation of a public school, or which are incurred as a result of the reliance by the University and its Board members, officers, employees, agents or representatives upon information supplied by the Academy or the Education Service Provider, or which arise out of the failure of the Academy to perform its obligations under the Contract issued to the Academy by the University Board. TRG expressly acknowledges and agrees that the University and its Board members, officers, employees, agents or representatives may commence legal action against TRG to enforce its rights as set forth in this Agreement.
ARTICLE XI
INSURANCE
TRG shall secure and maintain insurance coverage as required by Michigan University Self Insurance Corporation (MUSIC) and the Contract. The Academy shall maintain insurance coverages in the amounts required by the Contract. The Academy shall also maintain such insurance as shall be necessary to indemnify TRG as provided in this Agreement. Each party shall, upon request, present evidence to the other that it maintains the requisite insurance in compliance with the provisions of this paragraph. TRG shall comply with any information or reporting requirements applicable to the Academy under the Academy's policy with its insurer(s), to the extent practicable. TRG also shall maintain EPLI coverage that does not exclude sexual molestation or abuse at levels acceptable to the Academy and the University Board and will list the Academy and the University as additional named insureds and such coverage shall not be changed, revoked or modified absent (i) thirty (30) days' notice to the University President and the Academy and (ii) approval of same. In the event the University President modifies the level, type, scope or other aspects of such coverage, then TRG shall undertake like and similar modifications within thirty (30) days of being notified of such change.
ARTICLE XII
WARRANTIES AND REPRESENTATIONS
The Academy and TRG each represent that it has the authority under law to execute, deliver, and perform this Agreement, and to incur the obligations provided for under this Agreement, that its actions have been duly and validly authorized, and that it will take all steps reasonably required to implement this Agreement. The Academy and TRG mutually warrant to the other that there are no pending actions, claims, suits, or proceedings, to its knowledge, threatened or reasonably anticipated against or affective it, which if adversely determined, would have a material adverse effect on its ability to perform its obligations under this Agreement.
ARTICLE XIII
MISCELLANEOUS
A. Sole Agreement. This Agreement supersedes and replaces any and all prior agreements and understanding between the Academy and TRG.
B. Force Majeure. Neither party shall be liable if the performance of any part or all of this contract is prevented, delayed, hindered, or otherwise made impracticable, or impossible by reason of any strike, flood, riot, fire, explosion, war, act of God, sabotage, accident, or any other casualty, or cause beyond either part's control, and which cannot be overcome by reasonable diligence and without unusual expense.
C. Notices. All notices, demands, requests, and consents under this Agreement shall be in writing, shall be delivered to each party, and shall be effective when received by the parties or mailed to the parties at their respective addresses set forth below, or at such other address as may be furnishes by a part to the other party:
With a copy to:
Merritt Academy
58900 Haven Ridge Rd
New Haven, MI 48448
Attn. President, Board of Directors
George P. Butler III
Dickinson Wright PLLC
500 Woodward Ave., Ste. 4000
Detroit, MI 48226
The Romine Group, Inc.
Corporate Headquarters
7877 Stead Street
Utica, MI 48317
Attn. Paul C. Romine
David Burket Savage Listman Brennan
10 N Main Street Ste 401
Mt. Clemens, MI 48043
Attn: John L. Burket
D. Severability. The invalidity of any of the covenants, phases, or clauses in this Agreement shall not affect the remaining portions of this Agreement, and this Agreement shall be construed as if such invalid covenant, phase, or clause had not been contained in this Agreement.
E. Successors and Assigns. This Agreement shall be binding upon, and inure to the benefit of the parties and their respective successors and assigns.
F. Entire Agreement. This Agreement is the entire agreement between the parties relating to the services provided, and the compensation for such services. The Academy Board and TRG may not substantially amend this Agreement without notification to the University President. Said amendments shall not be contrary to this Section and it must be accompanied by a Legal Opinion. The Academy is responsible for submitting any and all amendments to the University President within ten (10) days after such amendment.
G. Non-Waiver. No failure of either party in exercising any right, power, or privilege under this Agreement shall affect such right, power, or privileges, nor shall any single or partial exercise thereof preclude and further exercise thereof or the exercise of any other right, power, or privilege. The rights and remedies of the parties under this Agreement are cumulative and not exclusive of any rights or remedies which any of them may otherwise have.
H. Assignment. This Agreement shall not be assigned by either party without the prior written consent of the other party.
I. Survival of Termination. All representations, warranties, and indemnities made herein shall survive termination of this Agreement.
J. Governing Law. This Agreement shall be governed by and enforced in accordance with the law of the State of Michigan.
K. University Non-Disapproval. The parties acknowledge this Agreement is subject to the review of the University Board and it shall not become effective until the Academy is notified by the University Board that does not disapprove of same.
The parties have executed this Agreement as of the day and year first above written.
THE ROMINE GROUP, INC.
Daniel Schluckbie
TRG Representative
5-28-15
MERRITT ACADEMY
Karen Bochatyn
President
WELLNESS POLICY
It is the policy of the board to promote a healthy school by supporting wellness, good nutrition and regular physical activity as part of the total learning environment. To accomplish these goals:
1. Child Nutrition Programs will comply with applicable federal, state and local requirements and will be accessible to all students.
2. Nutrition education will be provided and promoted.
3. Physical activity will be included outside of formal physical education.
4. School-based activities will be consistent with this policy.
5. Foods and beverages made available at the school during the school day will be consistent with the current Dietary Guidelines for Americans, meal patterns and nutrition standards of the USDA.
6. Food and beverages made available at the school will adhere to food safety and security guidelines.
7. The school environment will be safe, comfortable, and allow adequate time for eating meals.
8. Food will not be used as a reward or punishment.
9. The school will encourage all students to participate in school meal programs and protect the identity of students who eat free and reduced-price meals.
Goals for Nutrition Promotion and Education
1. Nutrition promotion and education will be integrated into the curriculum by classroom teachers where appropriate.
2. Nutrition promotion and education will be provided by the school's food service provider by sharing information via menus, web site materials, and classroom presentations.
3. Nutrition promotion and education will involve sharing information with families and the community to positively impact the school's students and the health of the community.
4. The school will provide information to families that encourages them to teach their children about health and nutrition and to provide nutritious meals for their families.
5. Students will be encouraged to start every day with a healthy breakfast.
Goals for Physical Activity
1. Physical education will be provided to all students and will teach students the knowledge, skills, and values necessary to understand the short and long-term benefits of a healthy life style.
2. Physical activity will be integrated into the curriculum by classroom teachers, where deemed appropriate.
3. Students may be provided a daily recess period. The school will consider planning recess prior to lunch as research has shown that physical activity prior to lunch can increase nutrient intake and reduce food waste.
4. The school will provide a physical and social environment that encourages safe and enjoyable activity for students.
5. They school will encourage families and community members to institute programs that support physical activity.
Goals for Other School Based Activities Designed to Promote Student Wellness
1. After-school programs, if offered and appropriate, will encourage physical activity and healthy habit formation.
2. Support for student health will be demonstrated by helping to enroll eligible students in Medicaid and other state children's health insurance programs.
3. Healthy foods will be considered when planning school-based activities such as school events, fundraisers, field trips, and classroom snacks or treats.
4. There will be ongoing professional training for food service and physical education staff.
5. The school will provide a clean and safe meal environment for students and ensure and adequate time for students to eat their meals.
Nutrition Guidelines for Foods Available at School during the School Day
1. Students will have affordable access to nutritious foods that they need to stay healthy and learn well.
2. Food for sale throughout the school day will meet all applicable federal and state requirements.
3. The school will encourage the consumption of nutrient dense foods, i.e., fruits and vegetables.
5. Sale of vended soft drinks to students will not be permitted during the school day.
6. Classroom snacks will feature healthy choices.
7. Fundraisers involving food or beverages will comply with all applicable food and beverage standards if conducted during the school day without requiring payment or donation.
8. Foods made available will comply with the state and local food safety and sanitation regulations. Hazard Analysis and Critical Control Points (HAACP) plans and guidelines will be in place for prevention of food illness.
Assurance
Guidelines for reimbursable school meals shall not be less restrictive than regulations and guidance issued under the Child Nutrition Act and the School Lunch Act as they apply to schools.
Plan for Measuring Implementation and Evaluation
1. The school principal shall ensure that this policy is implemented, complied with, and annually evaluated and reported on no less than annually to the school's board of directors as required under applicable law.
2. The school will form a wellness committee that will review and provide input on school menus and review this policy not less that annually, assisting the principal in reporting to the school's board of directors. The wellness committee members will include individuals from the following groups: parents, students, food service employees, school administrators, school board members, and members of the interested public. Teachers of physical education and school health professionals are also permitted on the wellness committee.
References:
National School Lunch Act (42 U.S.C.1751 et seq)
The Child Nutrition Act of 1966 (42 U.S.C. 1771 et seq)
Women Infants and Children Reauthorization Act of 2004- §201 of Public Law 108-205
Michigan State Board of Education Model Local Wellness Policy
Michigan State Board of Education Policy on Offering Healthy Food and Beverages
The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or all or part of an individual’s income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.) If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form.
You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at This email address is being protected from spambots. You need JavaScript enabled to view it.. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (Spanish). USDA is an equal opportunity provider and employer.
What is the Personal Curriculum?
The Personal Curriculum (PC) is a process to modify specific credit requirements and/or content expectations based on the individual learning needs of a student. It is designed to serve students who want to accelerate or go beyond the Michigan Merit Curriculum (MMC) requirements and students who need to individualize learning requirements to meet the MMC requirements. If the PC is requested, the Academy will grant the request based on the process below.
Types of Modifications
- Enrichment beyond the academic credit requirements
- To modify the Algebra II requirement
- To modify the requirements in ways “not otherwise allowed” for transfer students
- To modify the requirements in ways “not otherwise allowed” for students with Individual Education Plans (IEP’s)
Personal Curriculum Process
- The parent, school personnel, student age 18 or older, or emancipated student requests a PC.
- The PC team meets (student, parent, counselor or designee, and teacher(s) who currently teaches the student or has expertise in the content being modified). The PC team reviews student information, performance data, and supports – including the EDP – and decides whether to recommend a PC. The PC team develops measurable performance goals for modifications and methods to evaluate the achievement of those goals.
- The PC team writes an agreement and gets sign-‐off from the superintendent or lead administrator and the parent or legal guardian (or emancipated student).
- The PC is implemented.
- The parent, legal guardian or emancipated student monitors progress through quarterly communication with each teacher of modified content area. If revisions to the PC are needed, the PC team reconvenes and makes revisions using the same process.
- The student is awarded a diploma upon completing all PC requirements.
Merritt Academy
The Romine Group, Management Company
July 2012 - June 2015
Committee Members
- Phil Maurey | Technology Director
- Nathan Seiferlein | Principal
- Mikhail Karasev | Technology Support
- Lori Kaufman | Technology Teacher
- Cynthia Jondron | Teacher
- Amy Schluckbier | Parent
- Michelle Alexander | Parent
Technology Plan Summary Sheet
Merritt Academy
59900 Haven Ridge Rd
New Haven, MI 48048
School Code #50906
586-749-6000
Fax: 586-749-8582
Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 586-749-6000
Fax: 586-749-8582
Dates covered by this plan: June 30, 2012- July 1, 2015
Intermediate School District: Macomb
Technology Plan URL: www.merritt-academy.org
School Profile
Merritt Academy
Kindergarten to Twelfth
Est: 2012
460 students
Demographics
The student population of Merritt Academy represents a wide geographic area encompassing numerous cities in two counties in southeastern Michigan. Our student population is ethnically and culturally diverse, and draws from socio-economic extremes with the bulk of the students from lower income/at-risk families. This diversity creates a very unique composition of students and their families. Merritt Academy consists of four separate, freestanding buildings on 16 acres of land. The second and third buildings are modular buildings, which were added as classes were added, and number of students increased. The fourth building is for the high school. Our maximum class size is 24 students and teachers per grade level may shift based on demand.
School Mission Statement
The mission of Merritt Academy is to instill in its students academic excellence, character development, a love for life long learning, and service to others.
Merritt Academy Technology Mission Statement
Merritt Academy will provide students with the technology necessary to acquire the knowledge, develop the attitudes, and master the skills needed to meet and exceed the State of Michigan Technology Benchmark Standards. An on-going, sequential, well planned and consistently funded technology plan will empower students, parents, teachers, and staff to integrate technology into all areas of the curriculum.
Vision
Technology is and will be used in a growing capacity at Merritt Academy. Students in Kindergarten through fifth grade will have computer class for approximately 40 minutes two times each week during which time they will learn basic computer skills. Students in sixth through eighth grade will have computer class two to three times a week for 55 minutes. A great deal of time will be spent on word processing, integrating grade appropriate writing skills as defined by the Michigan ELA Curriculum. A variety of programs will be used to enhance other curriculum areas, e.g. internet research with reallife applications, exploring educational “skill and drill” websites, power point presentations, upper grade students will also learn database and spreadsheet applications. In addition, believing that educating our parents will directly impact and improve the success of our students, classes will be offered to parents and other interested adults in computers and technology related subjects knowing that as they [the parents] gain in proficiency with technology, so will our students. Lastly, the use of technology will be applied directly to the administrative and staff portions of Merritt Academy which will provide the staff and parents with a constantly growing and dynamic framework for communication and learning. Through staff development and training, technology is used and implemented by every staff
member from voicemail to classroom computer use to links on the school website to each classroom and staff member, to special events, calendars, and lunch menus.
Goals
There are five major goals that are essential to the successful development and accomplishment of Merritt Academy’s technology mission. These goals are:
- Meet or exceed State Technology Standards and Benchmarks for student use of technology by integrating technology into both teaching and learning at various levels.
- Increase student performance, improving student learning and performance, through the use of technology.
- Increase staff technological knowledge and use so that teachers can more aptly make use of “distant resources” available to enhance instruction and increase student achievement.
- Increase productivity, efficiency, and communication through the use of technology to promote parental involvement and increase communication with parents and community; training teachers, other staff members and parents as well as our students.
- Continuous evaluation of goals, objectives, strategies, and funding in the Technology Plan and its’ relationship to vision and mission of the Academy.
Goals and Objectives
Goal #1 (Curriculum Element I. A.) Meet or exceed State Technology Standards and Benchmarks for student use of technology.
- Objective 1 – Provide a sufficient number of up-to-date computers with internet capabilities and standard Microsoft programs as well as learning devices and technology based instructional tools and materials.
- Objective 2 – Research various on-line courses to offer high school students.
- Objective 3 – Implement teaching technology Standards and Benchmarks.
Actions:
- 2 Computer Labs – Elementary has 28 and the High School has 24 (max. 24 students per class) up-to-date computers, internet capabilities, standard Microsoft programs, LAN server.
- Apple Cart consisting of 29 laptop computers
- Dell Laptop Cart consisting of 14 laptop computers
- 1 laptop for every teacher, same set up.
- Fund and purchase appropriate peripheral equipment on an on-going basis to support technology integration
- Fund development of a written curriculum based on State Standards and Benchmarks.
Goal #2 (Curriculum Element I. B.) Increase student performance through the use of technology.
- Objective 1 – Integrate technology into lessons and daily functions (classroom websites with homework links, school newsletters linked to website).
- Objective 2 – Integrate technology into the curriculum. i. Students will learn how to type proficiently and successfully manage operation windows. ii. Students will learn to create and use word processing, spreadsheets, desktop publishing, data bases and the internet. iii. Students will independently select and use software and hardware to complete self guided activities. iv. Students will create clear presentations that require internet research, formatting and skill delivery.
- Objective 3 - Provide a networked software program that supports curriculum standards.
Actions:
- Use technology time and skills to accomplish curriculum objectives such as paragraph writing and editing. (ongoing)
- Use technology to enhance curriculum objectives such as researching a topic of study, creating power point presentations etc. as appropriate with classroom
- Maintain a student/parent resource page on the teachers’ individual websites (ongoing)
- Implement the purchased quality program, Achievement Series, that supports each subject and schedule appropriate time for every class. Timeline: June 2012-June 2015
Goal #3 (Curriculum Element I. C.) Strategies for the delivery of specialized or rigorous courses and curricula through the use of technology including distance learning technologies.
- Objective 1. Create High School electives that are primarily based on technology and encompass a high level of creativity and critical thinking. (ongoing)
- Objective 2. Continue to offer additional programs that would enhance online interactive education focusing on offering an on-line learning class. (Ongoing)
Goal #4 (Curriculum Element I. D.) Increase productivity, efficiency, and communication through the use of technology to promote parental involvement and increase communication with parents and community; training teachers, other staff members and parents as well as our students. Have Technology Plan available to community along with school handbooks and manuals.
- Objective 1 – Provide up-grades in hardware/software within budget guidelines that address the school’s needs.
- Objective 2 – In conjunction with Goal #3, train and educate staff to use technology available.
- Objective 3 – Submit an annual budget outlining technology needs.
Actions:
- Consult regularly with technology support personnel, contracted services through Charter Technologies, to plan up-grades and future purchases.
- Train and educate staff to be comfortable with technology.
- Encourage communicating with parents through email (every teacher has their own email address), and website is set up for parents to access.
- Continue researching grants to update technology to meet current standards. 5. Link the technology plan along with other school reports to the school website so it will be available to all parents.
Goal #5 (Monitoring and Evaluation Element V. L.) Continuous evaluation of the goals, objectives, and strategies in the Technology Plan.
- Objective 1 – Design assessment tools to evaluate future technology needs of the school
- Objective 2 – Evaluate integration of technology with respect to increasing student performance.
- Objective 3 – Ensure technical considerations are made as a part of all future construction and expansion plans.
Actions:
- In partnership with parents, students, staff, and technology support personnel a yearly review will be made of technology with recommendations being made that fit within budget guidelines.
- Student assessment tools will include a portfolio of work completed using technology, grades in computer classes and overall attitudes towards technology.
- Assess eighth grade students on Michigan required skills. 4. Review technology curriculum and lesson plans.
Curriculum Element I. E. Developing our technology program in collaboration with adult literacy service providers is not applicable for Merritt Academy as we are a charter school and not currently involved with any of those types of programs.
Professional Development
Element II. F. Professional Development Increase staff technological knowledge and use so that teachers can more aptly make use of “distant resources” available to enhance instruction and increase student achievement through technology integration. .
- Objective 1 – Regularly provide opportunities for growth and development through the use of technology programs, application training, and integration.
- Objective 2 – Provide staff with the necessary training to ensure that they have to ability to teach students to not only use programs, rather integrate the learning process through the use of the programs. Train the staff to teach the students through the integration of word processing and spreadsheets.
- Objective 3 – Align the technology curriculum to standards set forth in the Michigan Curriculum Frameworks.
Actions:
- In-service time for all currently available technology and all newly acquired technology detailing how to integrate into current educational practice. (Ongoing)
- Professional development for Starboard technology (August 2012) 3. Monitor state and national standards addressing technology competencies for all staff members, take appropriate and timely action to ensure compliance.
Element II. G. Supporting Resources Technology Director will serve in capacity of a resource person in support of the entire technology program and will possess familiarity with Academy policies, as well as all manuals and printed materials necessary for existing technology. Money will be budgeted and spent at the directors discretion to accrue an adequate “library” of resources for staff use. Director will be familiar with ISD resources and assist staff in taking advantage of those programs. School website will be kept current and parents and staff will be encouraged to use as a communication tool. Other resources as presented will be evaluated for their benefit to our staff and may be utilized to assist in ensuring successful and effective uses of technology.
Infrastructure, Hardware, Technical Support, and Software
Element III. H.
1. Currently, every teacher and administrator (assistant principal has desktop computer) has a laptop computer with Internet access. There are 2 computer labs one with 28 computers and the other with 24, also online. The following gives a general break down of the hardware, software and infrastructure for these computers. There is also a Apple cart with 29 laptops on it for student use. There is also a Dell laptop cart with 14 laptops on it for student use.
A. Teacher laptop computers – Dell Vostro
B. Student computers – Dell
C. Teacher software – Microsoft Office 2003
D. Student software – Microsoft Office 2003, Microtype 4
E. Network – All computers are networked into a central Dell PowerEdge 2500 server. The school is its own local area network (LAN). Gmail is used for communication between staff members. Nightly backup is done on the server.
F. Internet – All staff and students have access to the internet through cable modem provided by Comcast Cable. Filtering software has been installed to ensure only proper internet sites may be accessed.
G. Website – Staff maintained
2. The following is a description of purchases that will be made for the 20122015 years: A. Student computers – The school will purchase computers to update the labs in both the elementary and high school buildings. These computers will have similar specifications to the student computers listed above. B. Student software: 1. Scantron Performance and Achievement Series Assessment – Tracks student learning levels on skills basis while also monitoring their progress. 2. Career Cruising – A career program that allows students to take interest inventories, plans high school schedules, researches careers and universities. It also allows students to create a career plan with short and long term goals.
3. Microtype 4 – A keyboarding program focusing on alphabetic, numeric keyboarding and numeric keypad. C. Administrative software – The school purchased PowerSchool student record management software and Data Director. D. Media – Televisions, DVDs, and VCRs, will be mounted in every homeroom. All televisions will be interconnected which will allow the office to display school wide information or messages.
Future Plans | The school will look at the following items as additional purchases that will improve the current technology package:
Interactive Technology – Smartboards will be purchased for each classroom.
Student software – Support materials for textbooks. 3. Basic strategies for ensuring interoperability include the following: A. Software – The school technology director, and the computer technician, scrutinize all software prior to purchasing to ensure that compatibility with all current software and hardware will not be compromised. B. Controls are in place which prevent the loading of any software to an individual computer without the password consent of the technology coordinator.
Peripheral hardware may also not be added to any computer without the password consent of the technology coordinator.
To the extent possible, makes and models of new hardware will be identical. This will ensure compatibility with the existing system.
The school technology director and the computer technician will be the only individuals allowed to access the server or computers for the purpose of doing repairs. Layout for additional purchases and upgrades: Due to the age of the technology, upgrades are taking place on an ongoing basis. The school expects to upgrade all computers after a period of three years.
4. In addition to the purchasing of hardware and software, the school purchased an extended warranty on all Dell products. This warranty is for three years on-site repairs.
The technology coordinator has the ability to troubleshoot most hardware and software issues that arise. For larger problems, the school has contracted with a local computer technician for repairs or service problems.
Element III. I. Many different measures will be taken to ensure all students and teachers will have increased access to technology including:
- Zero and ninth hour
- One-on-one support available for teachers
- The school acknowledges that there may be students that may not have the resources necessary to have access to current technology. The staff will work to ensure that those families have the same access as the other families in the school. The goal is that those with high needs or high poverty never be denied the opportunity to share the experiences that the latest technology can offer.
School Years and Technology Funding Sources School General Fund Local Business State Funds Federal Grants 2012/2013 Computers and Instructional Hardware $25,000 Instructional Software Staff Software $2,000 Network Infrastructure $15,000 Staff Development $5,000 Technology Staff $33207 Maintenance and Tech Support $15,000 Telecommunications $12,000 Parental and Community Training Video and Media $2,000 2013/2014 Computers and Instructional Hardware $30,000 Instructional Software Staff Development Network Infrastructure 5,000 Staff Development $5,000 Technology Staff $34,207 Maintenance and Tech Support $15,000 Telecommunications $12,000 Parental and Community Training Phonic Ear (Classroom speakers) Video and Media 2014/2015 Computers and Instructional Hardware $20,000 Instructional Software Staff Software Network Infrastructure $2,000 Staff Development $5,000 Technology Staff $35,207 Maintenance and Tech Support $15,000 Telecommunications $12,000 Parental and Community Training Video and Media
Funding and Budget
(Element IV. K.) Funding and budget as spelled out on the following chart covers the acquisition, implementation, interoperability provisions, maintenance, and professional development related to the use of technology to improve student academic achievement. Grants will be earnestly sought for the school by our school to further enhance and supplement the current budget projections. In addition, the school has obtained e-rate funds to supplement telecommunication bills.
Monitoring and Evaluation
Element V. L. Evaluation Merritt Academy will periodically evaluate the extent to which activities are effective in integrating technology into curricula and instruction (and curricula into technology), increasing the ability of teachers to teach, and enabling students to reach challenging state and national academic standards. These evaluations will be conducted by the management company, the administration, and the technology director, through written and online surveys (Survey Monkey) assessments, and evaluations after inservice training experiences.
If goals are unmet, the administration and technology committee will meet to determine the best practice of meeting these goals including but not limited to surveys, extended professional development, extra curricular technology courses, and competency tests.
- Objective 1 – Design assessment tools to evaluate future technology needs of the school
- Objective 2 – Evaluate integration of technology with respect to increasing student performance.
- Objective 3 – Ensure technical considerations are made as a part of all future construction and expansion plans.
- Objective 4 – Provide strategies for how unmet goals will be met.
Actions:
- In partnership with 2 parents, 2 staff members, the technology coordinator and the school administrator, a yearly review will be made of technology with recommendations being made that fit within budget guidelines. This team will evaluate if the goals are being met and determine a corrective action plan to ensure compliance (Annually)
- Student assessment tools will include a portfolio of work completed using technology, grades in computer classes and overall attitudes towards technology.
Element V.M. Acceptable Use Policy MERRITT ACADEMY – POLICIES AND PROCEDURES Student Internet/On-Line Services User Rules & Agreement
Merritt Academy has the capability of offering Internet access to its students. Access to the Internet enables students to exchange electronic mail messages with other users and explore thousands of libraries, databases and bulletin boards throughout the world. Use of the Internet and other on-line information services is a privilege extended to students, faculty and staff to enhance learning opportunities.
Although the Internet offers valuable resources and opportunities for learning, some material accessible on-line may be illegal, defamatory, inaccurate or potentially offensive to some people. Use of the Internet and other on-line services in Merritt Academy is restricted to activities which support the educational goals and objectives.
Merritt Academy respects each family’s right to decide whether or not to allow their child to apply for access to the Internet and other on-line services. Parental permission is required for students under the age of 18 to use on-line resources at Merritt Academy. The following guidelines have been established regarding the Internet and other on-line services:
- Students are responsible for good behavior on school computer networks, just as they are in classrooms and school hallways.
- The administration, faculty and staff of Merritt Academy may deny, revoke or suspend student access accounts for inappropriate use of the Internet and other on-line information services.
- Merritt Academy reserves the right to review any material stored in files and may edit or remove any material which the staff, in its sole discretion, believes may be unlawful, obscene, abusive or otherwise objectionable.
- Transmission of any material in violation of U.S. or state regulations, including copyrighted, threatening or obscene materials, is prohibited.
- Use for commercial activities by for-profit organizations, product promotion, political lobbying or illegal activities is prohibited.
- The following uses of the internet and other on-line information services are not permitted; a. Sending, receiving or displaying offensive messages or pictures b. Using obscene language c. Harassing, insulting or attacking others d. Damaging computers, computer systems or computer networks e. Violating copyright laws f. Using another person’s account and/or password g. Giving your account and/or password to another person h. Trespassing in another person’s folders, work or files i. Intentionally wasting limited resources j. Employing the network for commercial purposes. Divulging personal information about yourself or others to strangers (includes addresses, telephone numbers, credit card numbers, passwords or other confidential information).
- Merritt Academy will adhere to the federal requirement for privacy and internet safety that are outlined in The Children’s Internet Protection Act (CIPA)
Violations will result in a loss of access as well as other disciplinary or legal action. School disciplinary action will be determined by the school administration in accordance with the Student Code handbook and Board Policies and may result in suspension or expulsion.
The signatures of both the student and the parent/guardian (for students under the age of 18) are mandatory before access to the Internet and other on-line services may be granted.
Merritt Academy Internet/On-Line Services User Agreement and Parent Permission Form
I have read and hereby agree to comply with the terms and conditions outlined above.
Student Signature: ________________________________ Date: _________________
Student Name (please print): __________________________________________________________
Grade: _____________ Date of Birth: ________________________
As parent/legal guardian of the student signing above, I grant permission for my child to access network services such as electronic mail and the Internet. I have read and agree to Merritt Academy’s Internet/On-Line Services Use Procedure, and understand that I may be held responsible for violations by my child. I understand that my child’s access account can be used to access the Internet from computers outside the school community. I understand that some materials on the Internet may be objectionable; therefore, I agree to accept responsibility for guiding my child, and conveying to him/her appropriate standards for selecting, sharing and/or exploring information and media.
Parent/Guardian Signature: _______________________________ Date: __________
Parent/Guardian Name (please print): ___________________________________________
Address: __________________________________________________________________
Home Telephone: ____________________ Daytime Telephone: ________________
MERRITT ACADEMY – POLICIES AND PROCEDURES | #17 Content Filtering Policy
- Undesirable Materials: Merritt Academy will take all possible precautions to restrict access to undesirable materials. Comcast Cable is the schools Internet provider which uses content filtering software on its equipment to screen all Internet web sites by URL and/or by keyword search. However, students and teachers must also accept responsibility for restricting access to these materials. Students who gain access to undesirable Internet materials must report this material to their teacher. Teachers who gain knowledge of undesirable Internet materials must report this material to an administrator.
- Security: Students and teachers must not allow others to use their network accounts (both Internet and School accounts). Network storage areas may be treated like school lockers. Designated school personnel may review files and communications to maintain system integrity and insure that users are using the system responsibly. Users should not expect that files stored on school file servers would always be private.
- Parental Permission: Student and parent signatures on the Acceptable Use Internet policy will allow independent student use of the Internet. Instructions on Internet use will be given to students by their teachers.
- E-Mail: E-mail accounts may be assigned to students at the school’s discretion. E-mail accounts will be assigned to teachers on a continuing basis. Hate mail, harassment, discriminatory remarks and other inappropriate behaviors are prohibited on the network. Receipt of inappropriate mail should immediately be reported to a teacher and to an administrator. The use of encryption will be permitted. No right of privacy exists in favor of any employee of the firm in respect to this information.
- Chat and User Groups: Independent student use of chat and user groups is not allowed.
- Copyright and Citations: Any copyrighted materials are subject to the Fair Use provision of copyrighted materials as it relates to education. Internet materials used in reports or other documents must be cited. If there is no direct citation, the Uniform Resource Location (URL) must be cited.
- Downloading: Downloading from the Internet without approval from a teacher or building principal is not allowed.
- Private Internet Providers: Students may not use school computers to access private Internet providers.
Date Adopted ______________________
Board President’s Signature ______________________
School Improvement Plan
Merritt Academy
Mr. Nathan Seiferlein | Principal
59900 Havenridge Rd
New Haven, MI 48048-1915
Document Generated On February 11, 2016
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable.
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?
Merritt Academy is a small school located in a semi-rural community. The school has seen a growth in enrollment over the last three years. The demographics of the school has school has had in increase of students receiving free or reduced lunch. The largest of percentage of students are Caucasian. Students come from the local surrounding districts.
The staff ranges from first year teachers to teachers with over 15 years of experience. There is a decent ratio of female to male teachers.
The unique features is that there is a wide socioeconomic difference between students.
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.
Our vision is that students leave school with:
- A set of moral values - honesty, integrity, good judgment, and respect for others.
- A comprehensive set of skills and a desire for knowledge in reading, writing, mathematics, science, arts, technology and health including
developing a strong self-esteem and high personal expectations. - We value the partnership which exists between school, parents, and community and the part it plays in realizing this vision.
This is embodied through daily life lessons and monthly character education traits.
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.
- We added 8 man tackle football this year.
- Merritt Academy became NCA Accredited.
- We have had several students receive full ride scholarships to Saginaw Valley State University.
- The school is striving to increase technology school-wide. In addition, we are working to no longer being a focus school.
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
Merritt Academy is continuing to work to increase different partnerships with different businesses in the local areas.
Improvement Plan Stakeholder Involvement
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.
A parent survey is conducted during parent/teacher conferences during second conferences. The data is collected and used to make future decisions for the school.
In addition parent/administration meetings are held throughout the year. These are a time for any parent to come and share concerns with administration and/or learn about upcoming events. These are scheduled in the evening to accommodate work schedules.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.
Parents from across grade levels are involved in the meetings. Their responsibilities include providing feedback on concerns about the current academic programs in the school.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.
The final improvement plan in communicated to stakeholders by posting improvement goals throughout the school and in all the classrooms. The progress of the goals will be provided in the school newsletter twice a year.
School Data Analysis
The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff member about school data. The SDA can serve as a guide to determine a school’s strengths, challenges, and directions for improvement based on an analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and analyzed in conjunction with other local school data. Completion of the SDA is required.
Student Enrollment Data
How do student enrollment trends affect staffing?
As enrollment increases staffing needs to be adjusted an increased as well.
How do student enrollment trends affect staff recruitment?
Depending on where student growth is occurring that is where the recruitment is targeted.
How do student enrollment trends affect budget?
As the student enrollment increases the budget increases. More money tends to go towards salary to cover the increase in additional staff.
How do student enrollment trends affect resource allocations?
More money is allocated for resources as students enrollment increases.
How do student enrollment trends affect facility planning and maintenance?
As the enrollment increases we need to look at was to pay for expansion on to our building to allow for additional classrooms.
How do student enrollment trends affect parent/guardian involvement?
Parent involvement does not seem to be affected by student enrollment trends.
How do student enrollment trends affect professional learning and/or public relations?
Enrollment trends does not affect professional learning. It does increase public relations some as we are making new connections through new families.
What are the challenges you noticed based on the student enrollment data?
The challenges are finding enough space to house all of the new classes. In addition, making sure we are still able to offer quality programs and not cutting corners.
What action(s) will be taken to address these challenges?
We are seeking ways to save additional money so that in a year we will be able to begin building expansions.
What are the challenges you noticed based on student attendance?
A challenge regarding student attendance is making sure students of lower sock-economic status attend on a regular basis.
What action(s) will be taken to address these challenges?
Making sure our attendance policy is followed and attendance meetings are held with administration. If necessary truancy is reported.
Student Achievement Data for All Students
This area includes data questions.
Which content area(s) indicate the highest levels of student achievement?
The content areas that indicate the highest level of student achievement are reading and math.
Which content area(s) show a positive trend in performance?
Math and reading show positive trends in performance.
In which content area(s) is student achievement above the state targets of performance?
Math and reading are above state targets of performance.
What trends do you notice among the top 30% percent of students in each content area?
Students of higher socio-economic status before higher in math and reading.
What factors or causes contributed to improved student achievement?
A increased amount of in-school intervention programs for students of all academic levels has improved student achievement.
How do you know the factors made a positive impact on student achievement?
Students are showing positive gains on Performance Series testing which is taken three times a year.
Which content area(s) indicate the lowest levels of student achievement?
Science, Social Studies, and Writing show the lowest level of student achievement.
Which content area(s) show a negative trend in achievement?
None of the content areas show a negative trend.
In which content area(s) is student achievement below the state targets of performance?
Science, Social Studies, and Writing are below the state targets for performance.
What trends do you notice among the bottom 30% of students in each content area?
Students are making gains but at a much slower pace than their peers. These students need more intensive one-on-one interventions.
What factors or causes contributed to the decline in student achievement?
Factors contributing to the decline is lack of exposure to life experiences. Also, lack of background knowledge to allow for mastery of concepts.
How do you know the factors made a negative impact on student achievement?
The students are not able to relate to or explain their ideas.
What action(s) could be taken to address achievement challenges?
Actions that can be taken include virtual trips to provide visual experiences for students. Also providing opportunities for students to experience concepts first hand when possible.
Subgroup Student Achievement
Which subgroup(s) show a trend toward increasing overall performance?
African American or Black White Female Students with Disabilities
For which subgroup(s) is the achievement gap closing?*
White Female Students with Disabilities
In what content areas is the achievement gap closing for these subgroups?*
The achievement gap is closing in reading.
How do you know the achievement gap is closing?*
More students were meeting their personal growth goal in Performance Series in reading.
What other data support the findings?
Monthly assessments administered in math and reading.
What factors or causes contributed to the gap closing? (Internal and External)*
Intensive intervention in small group settings for all students which worked on target areas of deficiency.
How do you know the factors made a positive impact on student achievement?
The amount of students in the bottom 30% that exceeded their growth target in Performance Series was higher than ever before.
What actions could be taken to continue this positive trend?
Continue intensive MTSS program and increase staff to make sure it is fully implemented next year and increase amount of time seen.
Which subgroup(s) show a trend toward decreasing overall performance?
Economically Disadvantaged
For which subgroup(s) is the achievement gap becoming greater?*
Economically Disadvantaged
In what content areas is the achievement gap greater for these subgroups?*
The gap is greater in math and science.
How do you know the achievement gap is becoming greater?*
Fewer students met their goal in Math on Performance Series.
What other data support the findings?*
Monthly assessments in math.
What factors or causes contributed to the gap increasing? (Internal and External)*
Students do not have mastery of the basic fundamental skills necessary for higher level data processing.
How do you know the factors lead to the gap increasing?*
Students are not able to apply basic skills to problem solving type problems.
What actions could be taken to close the achievement gap for these students?*
MTSS support is working on mastery and application of basic skills into higher level problems.
How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate?
N/A
How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section 31a, credit recovery programs, after-school programs, etc.)?
Students with disabilities are offered the same access to all programs. There accommodations are worked into any after school or credit recovery program. They are also provided additional support from the special education program.
How are students designated ‘at risk of failing' identified for support services?
Students are designated at risk based on MEAP and initial fall testing scores in Performance Series testing.
What Extended Learning Opportunities are available for students (all grade configurations respond)?
Tutoring is available for all students.
What is the school doing to inform students and parents of Extended Learning Opportunities?
Notes are sent home. A calendar for middle school and high school is posted on the school website and throughout the school.
Label Question Value What percentages of students participate in Extended Learning Opportunities, either for additional support or increased challenge? 10.0
Label Question Value What is the total FTE count of teachers in your school? 35.0
Label Question Value How many teachers have been teaching 0-3 years? 6.0
What impact might this data have on student achievement?
Some of the more veteran teachers are not as up-to-date on newer intervention techniques or struggles students face today.
What impact might this data have on student achievement?
Substitutes in the classroom do not lead to quality instruction taking place. When teachers are out the interventions are not taking place either.
Label Question Value How many teachers have been teaching 4-8 years? 13.0
Label Question Value How many teachers have been teaching 9-15 years? 8.0
Label Question Value How many teachers have been teaching >15 years? 0.0
Label Question Value Indicate the total number of days for teacher absences due to professional learning or professional meetings. 3.0
Label Question Value Indicate the total number of days for teacher absences due to illness. 8.0
Perception Data - Students
Which area(s) indicate the highest overall level of satisfaction among students?
The highest level of satisfaction among students is the level of caring and dedication from teachers towards their learning.
Which area(s) show a positive trend toward increasing student satisfaction?
Areas showing a positive trend is the relationships and climates in the classroom and of the school.
What area(s) indicate the lowest overall level of satisfaction among students?
The lowest overall satisfaction level among students is some of the elective classes.
Which area(s) show a trend toward decreasing student satisfaction?
The trend is the lack of interest in older students taking the classes.
What are possible causes for the patterns you have identified in student perception data?
Causes for this is lack of teacher excitement in the material of the class and lack of new ideas for the class.
What actions will be taken to improve student satisfaction in the lowest areas?
Set specific improvement goals for teacher and if not met seek new teacher.
Perception Data – Parents/Guardians
Which area(s) indicate the overall highest level of satisfaction among parents/guardians?
Staff dedication
Which area(s) show a trend toward increasing parents/guardian satisfaction?
Parent communication and excitement for the school culture
Which area(s) indicate the overall lowest level of satisfaction among parents/guardians?
Lack of elective programs for all elective classes
Which area(s) show a trend toward decreasing parents/guardian satisfaction?
Communication for lack of program development
What are possible causes for the patterns you have identified in parent/guardian perception data?
Lack of teacher motivation
What actions will be taken to increase parent/guardian satisfaction in the lowest areas?
Teacher action plan or replacement of teacher
Perception Data – Teachers/Staff
Which area(s) indicate the overall highest level of satisfaction among teachers/staff?
Using data to drive decisions for the school
Which area(s) show a trend toward increasing teacher/staff satisfaction?
A staff survey
Which area(s) indicate the lowest overall level of satisfaction among teachers/staff?
Amount of workload/exceptions on staff
Which area(s) show a trend toward decreasing teacher/staff satisfaction?
A staff survey
What are possible causes for the patterns you have identified in staff perception data?
New requirements this year which are time consuming
Other
How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you
have not completed the MiPHY survey.)
N/A
Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are involved in the process.
Parents are informed about all curriculum and assessments are the beginning of the year. The Board of Directors are given updates on assessments throughout the year as they take place.
What evidence do you have to indicate the extent to which the standards are being implemented?
Lesson plans and monthly pacing guides
School Additional Requirements Diagnostic
Introduction
This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
Label Assurance Response Comment Attachment 1. Literacy and math are tested annually in grades 1-5. Yes Performance Series is used.
Label Assurance Response Comment Attachment 2. Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this). If yes, please provide a link to the report in the box below. Yes www.merritt-academy.org
Label Assurance Response Comment Attachment 3. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file. Yes
Label Assurance Response Comment Attachment 4. Our school reviews and annually updates the EDPs to ensure academic course work alignment. No
Label Assurance Response Comment Attachment 5. The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S.
Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of
Education. References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, ElliottLarsen prohibits discrimination against religion. Yes
Label Assurance Response Comment Attachment 6. The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field. Yes Paul Romine President 7877 Stead Utica, MI 586-731-5300
Label Assurance Response Comment Attachment 7. The institution has a School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy.
If yes, please attach the School-Parent Involvement Plan below. Yes Merritt Family Agreement
Label Assurance Response Comment Attachment 8. The institution has a School-Parent Compact. If yes, please attach the School-Parent Compact below. Yes Merritt Family Agreement
Label Assurance Response Comment Attachment 9. The School has additional information necessary to support your improvement plan (optional). No
Title I Schoolwide Diagnostic
Introduction
This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A) and 1309(2) of the Elementary and Secondary Education Act (ESEA), the Comprehensive Needs Assessment (CNA) requirement is met by completing a School Data Analysis (SDA) and School Process Profile (SPP). The Comprehensive Needs Assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the Comprehensive Needs Assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Comprehensive Needs Assessment addresses all four types of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).
Component 1: Comprehensive Needs Assessment
1. How was the comprehensive needs assessment process conducted?
Reviewing on-going assessment data.
2. What were the results of the comprehensive needs assessment process? What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data?
At-risk students were those receiving free or reduced lunch. These students are receiving additional pull out support.
3. How are the school goals connected to priority needs and the needs assessment process? It is clear that a detailed analysis of multiple types of data was conducted to select the goals.
Goals support the findings of the needs assessment and provide increased time in academic subjects.
4. How do the goals address the needs of the whole school population? How is special recognition paid to meeting the needs of children who are disadvantaged?
The goals allow for increased academic support for all students even if not in the identified areas.
Students with special needs are being serviced in small group settings.
School Improvement Plan Merritt Academy
1. Describe the strategies in the schoolwide plan which focus on helping ALL students reach the State's standards.
The strategies being used are small group remediation for reteaching key concepts. In addition 30 day testing to reteach concepts right away to prevent gaps from developing.
2. Describe how the research-based methods and strategies in the schoolwide plan increase the quality and quantity of instruction (which accelerates and enriches the curriculum).
One research based method being used in the classroom is Teach Like a Champion strategies. These are best practice strategies that encourage engagement of both higher and lower level learning students. This allows for the enrichment of the curriculum and all students to be engaged in the learning process.
3. Describe how the research-based reform strategies in the schoolwide plan align with the findings of the comprehensive needs assessment.
These strategies align with the comprehensive needs because it ensures that lower level students are not over looked in the learning/classroom discussion part of the process.
4. Describe the strategies in the schoolwide plan which provide a level of INTERVENTIONS for students who need the most instructional support in all major subgroups participating in the schoolwide program.
The level of interventions vary depending on the need of the students. Most are intensive occurring on a daily basis for 45 minutes of small group instruction. This is additional time to the regular classroom instruction in a subject area.
5. Describe how the school determines if these needs of students are being met.
The school conducts regular post assessments to monitor progress and how needs are being met.
Component 3: Instruction by Highly Qualified Staff
Label Assurance Response Comment Attachment 1. Do all of the instructional paraprofessionals meet the NCLB requirements for highly qualified? Provide an assurance statement. If no, what is the number that is not highly qualified and what is being done to address this? NOTE: A schoolwide program must have all highly qualified instructional staff. Yes Paraprofessionals are not used.
Label Assurance Response Comment Attachment 2. Do all of the teachers meet the NCLB requirements for highly qualified? Provide an assurance statement. If no, what is the number that is not highly qualified and what is being done to address this? NOTE: A schoolwide program must have all highly qualified instructional staff. Yes
Component 4: Strategies to Attract Highly Qualified Teachers
1. What is the school's teacher turnover rate for this school year?
3 teachers left out of 35
2. What is the experience level of key teaching and learning personnel?
Experience ranges from 1 year to 15 years.
3. Describe the specific initiatives the SCHOOL has implemented to attract and retain high quality teachers regardless of the turnover rate.
no
4. Describe the specific initiatives the DISTRICT has implemented to attract and retain highly qualified teachers regardless of the turnover rate.
Reduced tuition if takes masters classes through Saginaw Valley State University.
5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified teachers?
N/A
Component 5: High Quality and Ongoing Professional Development
1. Describe the professional learning that the staff will receive that is aligned with the comprehensive needs assessment process and the goals of the school improvement plan.
Monthly early release days to allow for on-going professional development to support the goals developed.
2. Describe how this professional learning is "sustained and ongoing."
Monthly early release days to allow for on-going professional learning.
Label Assurance Response Comment Attachment 3. The school's Professional Learning Plan is complete. Yes PD log
Component 6: Strategies to Increase Parental Involvement
1. Describe how parents are (will be) involved in the design of the schoolwide plan.
Parents give feedback on the plan.
2. Describe how parents are (will be) involved in the implementation of the schoolwide plan.
Parents will be asked to provide feedback on the goals.
3. Describe how parents are (will be) involved in the evaluation of the schoolwide plan.
Parents provide feedback through parent feedback survey.
5. Describe how the school is carrying out the activities outlined in ESEA Section 1118 (e) 1-5, 14 and (f).
Parent meeting at the beginning of the year.
6. Describe how the parent involvement component of the schoolwide plan is (will be) evaluated.
Sign in sheets at parent meetings.
7. Describe how the results of the evaluation are (will be) used to improve the schoolwide program.
Try to increase parent involvement at the meetings.
8. Describe how the school-parent compact is developed.
Review the requirements of the compact.
Label Assurance Response Comment Attachment 4. Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA Section 1118 (c) through (f)? Yes
9. Describe how the School-Parent Compact is used at elementary-level parent teacher conferences.
It is used to encourage parents to attend on a regular basis.
10. How is the School-Parent Compact shared with middle school or high school parents (depending on the grade span of the school)?
It is used to encourage parents to attend.
11. Describe how the school provides individual student academic assessment results in a language the parents can understand.
The school provides academic assessment results through conferences and letters.
Label Assurance Response Comment Attachment The School's School-Parent Compact is attached. Yes Merritt Family Compact
Component 7: Preschool Transition Strategies
1. In what ways does the school connect with preschool age children more than a once a year visitation to the kindergarten classroom?
Kindergarten Screenings, and planning transition activities in the Spring
2. What types of training does the school provide preschool parents and/or preschool teachers on the skills preschool age children will need when they enter kindergarten?
Informational meeting night.
Component 8: Teacher Participation in Making Assessment Decisions
1. How do teachers provide their input into the decisions regarding the use of school-based academic assessments?
Screening snapshot
2. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all students?
Teachers are involved in classroom decisions for dividing students for upcoming years. Also teachers are involved in deciding pull out groups.
Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards
1. Describe the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level.
The individual student scores are reviewed and compared to previous years as well as peers. Then areas of weakness of identified and students are grouped.
2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?
Students are identified, grouped, and services started within the first month of school.
3. How are students' individual needs being addressed through differentiated instruction in the classroom?
Students are assessed at the beginning of the year and placed in different learning leveled groups.
Component 10: Coordination and Integration of Federal, State and Local Programs and Resources
1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Include a LIST of the State, local and Federal programs/resources that will be supporting the schoolwide program.
MTSS teachers
2. Describe how the school will use the resources from Title I and other State, local and Federal sources to implement the ten required schoolwide components.
Funding teachers
3. How does the school coordinate and integrate the following Federal, State and local programs and services in a manner
applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
Funding teachers
Evaluation:
1. Describe how the school evaluates, at least annually, the implementation of the schoolwide program.
The school tracks student data and progress to evaluate the program.
2. Describe how the school evaluates the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement.
The school evaluates the program through the MEAP test and the percent of students meeting their individual growth goals on Performance Series.
3. Describe how the school determines whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards.
The school determines if the program has been successful based on the number of students that are able to move out of the program or show significant growth.
4. What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program?
The MTSS team meets to review the program and any necessary changes that may need to be made.
Overview
Plan Name
Merritt Academy School Improvement Plan
Plan Description
Merritt Academy's School Improvement Plan for the 2013-2014 school year
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
#Goal NameGoal DetailsGoal TypeTotal Funding 1All students at Merritt Academy will become proficient readers. Objectives: 1 Strategies: 2 Activities: 5 Academic$43942 2All students at Merritt Academy will become proficient writers. Objectives: 1 Strategies: 1 Activities: 2 Academic$0 3All students at Merritt Academy will become proficient in Mathematics. Objectives: 1 Strategies: 2 Activities: 3 Academic$82942 4All students at Merritt Academy will become proficient in Science. Objectives: 1 Strategies: 1 Activities: 2 Academic$790 5All students at Merritt Academy will become proficient in Social Studies. Objectives: 1 Strategies: 1 Activities: 3 Academic$790 6Professional development at Merritt Academy will become meaningful to staff. Objectives: 1 Strategies: 1 Activities: 2 Organizational$0
Goal 1: All students at Merritt Academy will become proficient readers.
Strategy 1: MTSS - Students will receive additional instructional time in reading comprehension and fluency strategies. Instruction will be small group and based on in individual goals and objectives. The length of the school day is being increased so this intervention will occur five days a week. Category: Tier:
Measurable Objective 1: 100% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in reading in English Language Arts by 06/13/2014 as measured by Meap, MME, Performance Series, and Monthly Assessments.
Activity - MTSSActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsible
Small group instruction in reading comprehension and fluency.Academic Support Program
09/03/201306/13/2014$39792Title I Part A
Victoria Lathrop Amber Mosher
Activity - ELBIActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
ElBI will be used to improve reading fluency.Academic Support Program
09/03/201306/13/2014$0No Funding Required
Classroom teachers Special Education Teachers MTSS Staff
Activity - ELBIActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Additional staff will be trained on how to use ELBI.Professiona l Learning
08/21/201306/13/2014$0No Funding Required
MTSS Staff Special Education Staff Classroom Teachers
Strategy 2: Higher Level Thinking - Lessons involving higher level questioning and connections will be created using the Common Core standards. Category: Tier:
Goal 2: All students at Merritt Academy will become proficient writers.
Strategy 1: Collins Writing - Collins writing will assist students in improving their writing skills by helping to narrow down specific skill areas to work on. Category: Tier:
Activity - Unpacking the Common Core StandardsActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Professional development on developing higher thinking lesson plans using the Common Core Standards and pacing guides.
Professiona l Learning
08/19/201308/27/2013$3150Title II Part D
All classroom and elective teachers
Activity - Reading and Higher Level ConnectionsActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Teachers will use high interest reading materials as resources to develop higher level thinking situations for students.
Implementa tion
09/03/201306/13/2014$1000OtherClassroom teachers Elective teachers
Measurable Objective 1: 100% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in writing in English Language Arts by 06/13/2014 as measured by MEAP and staff created rubrics.
Activity - Writing RubricsActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
SStaff Responsible
Goal 3: All students at Merritt Academy will become proficient in Mathematics.br />
Strategy 1: MTSS - Students will work in small groups on specific skill sets to focus on deficit skills. This instruction will occur five days a week due to an increase in the length of the school day. Category: Tier:
Strategy 2: Higher Level Thinking - The increased use of technology in the technology in the world of mathematics will allow students to experience real life multi-step problem
Grade level rubrics will be used as common scoring tools to monitor student progress in writing.
Evaluation09/03/201306/13/2014$0No Funding Required
Classroom teachers Special Education teachers MTSS teachers
Activity - Rubric DevelopmentActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Grade level rubrics will be developed to be used for grading student writing. These will be used at PLC meetings at tools for monitoring student writing progress.
Getting Ready
08/21/201306/13/2014$0No Funding Required
Classroom teachers MTSS teachers Special Education Teachers
Measurable Objective 1: 100% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in mathematics in Mathematics by 06/13/2014 as measured by MEAP, MME, Performance Series, Monthly Assessments.
Activity - MTSSActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
MTSS is a small group program where students work on specific skills they are lacking on in mathematics.
Academic Support Program
09/03/201306/13/2014$39792Title I Part A
AAmber Mosher Victoria Lathrop
solving experiences. Technology will also provide a more kinesthetic learning approach for students to help develop high level thinking skills. Category: Tier:
Goal 4: All students at Merritt Academy will become proficient in Science.br />
Strategy 1: Higher Level Thinking - Students will gain a greater level of understanding of concepts and make connections to the real world and problem solving through high level thinking lessons and applications. Category: Tier:
Activity - TechnologyActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Increase use of technology (Smartboards, laptops, websites, graphing calculators) in math lessons on a daily basis.
Technology09/03/201306/13/2014$40000General Fund
Administrati on Classroom teachers MTSS Staff Special Education Teachers
Activity - Unpacking the Common Core StandardsActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Learn to develop higher thinking lessons using the Common Core Standards and pacing guides.
Professiona l Learning
08/19/201308/27/2013$3150Title II Part D
All teachers
Measurable Objective 1: 100% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency Science in Science by 06/13/2014 as measured by MEAP and MME.
Activity - MAPSAActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
SStaff Responsibl e
Goal 5: All students at Merritt Academy will become proficient in Social Studies.br />
Strategy 1: Higher Level Thinking - Lesson development will be focused on higher level thinking verbs and skills. Students will be guided to making connections to real world concepts and ideas taught in the classroom. Category: Tier:
Staff will attend professional development on how to incorporate higher level thinking questioning and application into daily lessons.
Professiona l Learning
11/05/201311/05/2013$790Title II Part D
Administrat ors Classroom teachers
Activity - Increased Instruction TimeActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Science will be taught five days a week with the lengthen school day. This will allow for more in-depth study of concepts and lessons for higher level mastery.
Academic Support Program
09/03/201306/13/2014$0General Fund
Administrat ors Classroom teachers
Measurable Objective 1: 100% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency Social Studies in Social Studies by 06/13/2014 as measured by MEAP and MME.
Activity - MAPSAActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Teachers will attend professional development for Social Studies and lessons focusing on higher level thinking.
Professiona l Learning
11/05/201311/05/2013$790Title II Part D
Administrat ors Classroom teachers
Activity - CounselorActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
The school counselor will work with students that have emotional/behavioral issues that impact their ability to succeed in the classroom.
BBehavioral Support Program
09/03/201306/13/2014$0Section 31aMark Witkowski
Goal 6: Professional development at Merritt Academy will become meaningful to staff. br />
Strategy 1: Professional Development - A team will work together to make sure professional development is more meaningful to all staff. In addition, the team will work together to ensure there is follow through and appropriate follow-up on professional development. Category: Tier:
Activity - Increased Instruction TimeActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Social Studies will be taught five days a week with the lengthen school day. This will allow for mastery of concepts taught.
Academic Support Program
09/03/201306/13/2014$0General Fund
Administrat ors Classroom teachers
Measurable Objective 1: collaborate to make professional development meaningful to all staff by 06/13/2014 as measured by feedback from staff.
Activity - Early ReleaseActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
Staff Responsibl e
Professional development will occur the last Tuesday of each month during early release.
Professiona l Learning
09/24/201305/27/2014$0No Funding Required
Administrat ors Classroom teachers Elective teachers MTSS teachers Special Education teachers
Activity - PLCActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Source Of Funding
SStaff Responsibl e
PLC time will be used as time to reflect and follow-up on professional development presented early in the year. They will also be used as time to work with the writing rubrics and scoring.br /> Professiona l Learning
009/11/201306/11/2014$0No Funding Required
Administrat ors Classroom teachers MTSS teachers Elective teachers Special Education teachers
Activity Summary by Funding Sourcebr />
Below is a breakdown of your activities by funding source
Other
Title II Part D
General Fund
Activity NameActivity DescriptionActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Staff Responsibl e
Reading and Higher Level Connections
Teachers will use high interest reading materials as resources to develop higher level thinking situations for students.
Implementa tion
09/03/201306/13/2014$1000Classroom teachers Elective teachers
Activity NameActivity DescriptionActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Staff Responsibl e
Unpacking the Common Core Standards
Professional development on developing higher thinking lesson plans using the Common Core Standards and pacing guides.
Professiona l Learning
08/19/201308/27/2013$3150All classroom and elective teachers
Unpacking the Common Core Standards
Learn to develop higher thinking lessons using the Common Core Standards and pacing guides.
Professiona l Learning
08/19/201308/27/2013$3150All teachers
MAPSATeachers will attend professional development for Social Studies and lessons focusing on higher level thinking.
Professiona l Learning
11/05/201311/05/2013$790Administrat ors Classroom teachers
MAPSAStaff will attend professional development on how to incorporate higher level thinking questioning and application into daily lessons.
Professiona l Learning
11/05/201311/05/2013$790Administrat ors Classroom teachers
Activity NameActivity DescriptionActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Staff Responsibl e
Increased Instruction Time
Science will be taught five days a week with the lengthen school day. This will allow for more indepth study of concepts and lessons for higher level mastery.
Academic Support Program
009/03/201306/13/2014$0Administrat ors Classroom teachers
No Funding Requiredbr /> Increased Instruction Time
Social Studies will be taught five days a week with the lengthen school day. This will allow for mastery of concepts taught.
Academic Support Program
09/03/201306/13/2014$0Administrat ors Classroom teachers
TechnologyIncrease use of technology (Smartboards, laptops, websites, graphing calculators) in math lessons on a daily basis.
Technology09/03/201306/13/2014$40000Administrati on Classroom teachers MTSS Staff Special Education Teachers
Activity NameActivity DescriptionActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Staff Responsibl e
ELBIAdditional staff will be trained on how to use ELBI.Professiona l Learning
08/21/201306/13/2014$0MTSS Staff Special Education Staff Classroom Teachers
Early ReleaseProfessional development will occur the last Tuesday of each month during early release.
Professiona l Learning
09/24/201305/27/2014$0Administrat ors Classroom teachers Elective teachers MTSS teachers Special Education teachers
Rubric DevelopmentGrade level rubrics will be developed to be used for grading student writing. These will be used at PLC meetings at tools for monitoring student writing progress.
Getting Ready
08/21/201306/13/2014$0Classroom teachers MTSS teachers Special Education Teachers
Writing RubricsGrade level rubrics will be used as common scoring tools to monitor student progress in writing.
Evaluation09/03/201306/13/2014$0Classroom teachers Special Education teachers MTSS teachers
School Improvement Plan Merritt Academy
SY 2014-2015Page 54 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Title I Part A
Section 31a
ELBIElBI will be used to improve reading fluency.Academic Support Program
09/03/201306/13/2014$0Classroom teachers Special Education Teachers MTSS Staff
PLCPLC time will be used as time to reflect and followup on professional development presented early in the year. They will also be used as time to work with the writing rubrics and scoring.
Professiona l Learning
09/11/201306/11/2014$0Administrat ors Classroom teachers MTSS teachers Elective teachers Special Education teachers
Activity NameActivity DescriptionActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Staff Responsibl e
MTSSMTSS is a small group program where students work on specific skills they are lacking on in mathematics.
Academic Support Program
09/03/201306/13/2014$39792Amber Mosher Victoria Lathrop
MTSSSmall group instruction in reading comprehension and fluency.
Academic Support Program
09/03/201306/13/2014$39792Victoria Lathrop Amber Mosher
Activity NameActivity DescriptionActivity Type
TierPhaseBegin DateEnd DateResource Assigned
Staff Responsibl e
CounselorThe school counselor will work with students that have emotional/behavioral issues that impact their ability to succeed in the classroom.
Behavioral Support Program
09/03/201306/13/2014$0Mark Witkowski
School Improvement Plan Merritt Academy
SY 2014-2015Page 55
